WEBVTT

00:00:05.046 --> 00:00:06.336
My name is Jonathan Supovitz.

00:00:06.336 --> 00:00:09.716
I am an associate professor at
the Graduate School of Education

00:00:09.716 --> 00:00:11.006
at the University
of Pennsylvania

00:00:11.246 --> 00:00:13.776
and a senior researcher
at the Consortium

00:00:13.776 --> 00:00:15.726
for Policy Research
in Education.

00:00:15.836 --> 00:00:17.306
I was a panel member

00:00:17.696 --> 00:00:20.546
that developed the Practice
Guide Using Student Achievement

00:00:20.546 --> 00:00:22.996
Data to Support Instructional
Decision Making.

00:00:23.386 --> 00:00:25.956
The key reason that
we want students

00:00:25.956 --> 00:00:29.486
to examine their own data
is to get them involved

00:00:29.486 --> 00:00:30.366
in their own learning.

00:00:31.386 --> 00:00:35.106
If students don't take
ownership of their own learning,

00:00:35.386 --> 00:00:37.046
then teachers are
doing all the work.

00:00:37.716 --> 00:00:41.876
So by getting students involved
in looking at their own data,

00:00:42.346 --> 00:00:44.856
then we are getting
students to take ownership

00:00:45.286 --> 00:00:46.216
of their own learning.

00:00:47.006 --> 00:00:49.266
Feedback to students
needs to be designed

00:00:49.636 --> 00:00:53.576
to help them understand their
strengths and their weaknesses.

00:00:53.806 --> 00:00:56.646
In that way it needs
to be timely, specific,

00:00:56.646 --> 00:00:58.536
and easy to understand.

00:00:58.966 --> 00:01:03.096
It's really important that
feedback be given connected

00:01:03.096 --> 00:01:04.926
to the students'
learning experience,

00:01:05.186 --> 00:01:07.246
so for that reason
the panel recommends

00:01:07.456 --> 00:01:12.346
that feedback be given within
one week of the completion

00:01:12.436 --> 00:01:14.626
or the turning-in of an
assignment or a test.

00:01:15.466 --> 00:01:17.636
There are also important ways

00:01:17.746 --> 00:01:21.696
that students can get
feedback that's easy

00:01:21.696 --> 00:01:22.746
for them to understand.

00:01:22.746 --> 00:01:26.326
It needs to be done in
a language essentially

00:01:26.696 --> 00:01:29.496
that really speaks to students.

00:01:29.926 --> 00:01:31.766
So things like T-charts,

00:01:31.766 --> 00:01:35.096
which show the students their
strengths, and the areas

00:01:35.096 --> 00:01:39.206
that they need to focus on
are a good example of a tool

00:01:39.456 --> 00:01:40.826
that helps students

00:01:41.056 --> 00:01:43.536
to understand the
meaning of feedback.

00:01:44.246 --> 00:01:47.196
And also things like rubrics
are really, really valuable

00:01:47.436 --> 00:01:51.726
because rubrics not only
specify the goal for performance

00:01:52.146 --> 00:01:55.426
but all the different dimensions
of performance they give,

00:01:55.836 --> 00:02:00.556
different levels of
moving towards that goal.

00:02:00.556 --> 00:02:04.826
So rubrics are a really nice
example of a particular way

00:02:04.826 --> 00:02:08.806
that students can get feedback
in an easy-to-understand manner.

00:02:09.336 --> 00:02:13.136
Another technique that
teachers could use is graphs.

00:02:13.586 --> 00:02:18.786
So students could graph
or chart their performance

00:02:19.116 --> 00:02:22.026
over time towards
a particular goal,

00:02:22.506 --> 00:02:24.646
and they could see
their progress

00:02:24.646 --> 00:02:26.736
on that chart or
graph over time.

00:02:27.046 --> 00:02:31.616
It's not just that teachers are
giving feedback to students,

00:02:31.866 --> 00:02:33.706
but it's the quality
of the feedback

00:02:33.786 --> 00:02:35.136
that really makes a difference.

00:02:35.616 --> 00:02:41.136
So if teachers give students
a test back and the test says

00:02:41.136 --> 00:02:43.106
that they got an 82, then

00:02:43.406 --> 00:02:45.896
that doesn't give the
students very much information

00:02:46.106 --> 00:02:49.326
that will help them to
improve their performance.

00:02:50.276 --> 00:02:53.276
But if teachers not only
give the correct answers

00:02:53.326 --> 00:02:58.656
but an explanation of both the
correct and incorrect answers,

00:02:59.006 --> 00:03:00.866
then that gives the
students more information

00:03:00.866 --> 00:03:02.226
because they understand more

00:03:02.486 --> 00:03:06.056
about why they didn't perform
well on a particular item.

00:03:07.106 --> 00:03:09.816
And even better yet would be

00:03:10.136 --> 00:03:13.256
if teachers gave students
not just the correct answers

00:03:13.286 --> 00:03:17.146
and an explanation of the
correct and incorrect answers,

00:03:17.476 --> 00:03:21.226
but an explanation of the
difference between their answer

00:03:21.406 --> 00:03:22.516
and the correct answer.

00:03:23.536 --> 00:03:26.716
So that would help give even
more feedback for students.

00:03:26.996 --> 00:03:29.826
Now even better feedback
would be not only

00:03:29.826 --> 00:03:32.146
to give the correct
answers and an explanation

00:03:32.146 --> 00:03:35.766
of the correct answers and an
explanation of the difference

00:03:35.916 --> 00:03:38.216
between their answers
and the correct answers,

00:03:38.606 --> 00:03:42.866
but also specific actions that
they could take to help them

00:03:43.166 --> 00:03:47.056
to move from the
answers that they gave

00:03:47.346 --> 00:03:50.526
to the correct answers
for the subject.

00:03:51.376 --> 00:03:54.586
And even better yet
would be an activity

00:03:54.586 --> 00:04:00.776
that would actually support the
cementing of their understanding

00:04:00.966 --> 00:04:04.396
of how they performed and the
goals for their performance.

00:04:04.916 --> 00:04:09.516
This particular topic of having
students examine their own data

00:04:10.206 --> 00:04:14.296
is really nested within
a larger set of issues

00:04:14.596 --> 00:04:19.866
about how teachers can use
student performance data

00:04:20.286 --> 00:04:23.586
to inform their practice
and to help

00:04:23.586 --> 00:04:26.346
to drive student performance.

00:04:26.846 --> 00:04:31.146
And it's also nested within
a larger set of questions

00:04:31.146 --> 00:04:36.406
around how schools and districts

00:04:36.546 --> 00:04:40.416
and other entities really
can provide supports

00:04:40.626 --> 00:04:43.746
for how teachers use data

00:04:44.096 --> 00:04:46.976
and how students can
examine their own data.