Which approach ensures feedback in formative assessment is aligned to learning targets and criteria?

• A. Feedback that is generic and not tied to targets
• B. Feedback that connects to learning targets and provides next steps
• C. Feedback delivered only at the end of the unit
• D. Feedback that compares students to peers

Answer: (B)

Feedback that is aligned to learning targets and criteria focuses on what students are expected to know or be able to do and uses the same language as the targets and rubrics. When feedback references the target and specific criteria, students can clearly see where their work falls on the mastery continuum and what to do next to improve. The guidance becomes actionable because it names concrete next steps tied directly to the learning outcome.

For example, if the target is to explain the causes of the Civil War with three factors and supporting evidence, effective feedback would call out how well the student identified factors, whether those factors are connected to evidence, and what to add or revise to strengthen the explanation. It would then offer precise next steps, such as incorporating specific primary-source evidence and weaving a concluding synthesis that ties the factors together.

Why this approach is superior to others: generic feedback lacks connection to what was being learned and what mastery looks like; waiting until the end of a unit leaves little time to adjust; and feedback that compares students to peers doesn’t clarify progress toward the established criteria. When feedback ties directly to targets and provides next steps, it guides students along a clear path to mastery.