Feedback 4.2.1

Providing helpful feedback is important in improving students' performance.  Simply giving a letter grade with no constructive feedback is not beneficial to the student.  Instead, when the teacher gives them specific feedback on how to improve, the students are able to focus and work on that area of the assignment.  The feedback should also include positive feedback, along with the negative.
Here is an example of an assignment I used in my classroom:

Standards: G-CO.12.: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.  G-MG.1.: Use geometric shapes, their measures, and their properties to describe objects. 

Assignment: Students will be given the four coordinates of three different quadrilaterals.  They must graph each quadrilateral and determine the specific name for quadrilateral (ex: square, rhombus, square) by finding the characteristics of each shape.  They can use the distance formula, protractor and slope formula to help determine the type of quadrilateral.  This will not only strengthen their ability to find the distance and slope, but it also strengthens their knowledge of characteristics of specific quadrilaterals.

My rubric was shown in the previous post for this assignment: