This document discusses providing descriptive feedback to students to improve achievement. Research shows feedback should be corrective, timely, and specific to criteria. Feedback is most effective when it explains what students are doing correctly or incorrectly, is provided promptly, and describes students' performance based on specific skills rather than relative to other students. The document also provides suggestions for using rubrics to facilitate feedback and having teachers examine student work to generate descriptive instead of evaluative feedback. It prompts reflection on current feedback practices and goals for improvement.