WEBVTT

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[Music] Welcome to the
overview on Teaching Students

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to examine Their Own Data.

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As schools develop a schoolwide
vision and culture for data use,

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and teachers engage in regular
collaborative data analysis

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as part of their instructional
decision-making process,

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it is important for students
to learn how to understand

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and use their own data.

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When teachers provide students
with data on their progress

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and help them understand
these data in order

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to set personal learning goals,
students gain a sense of control

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over their learning and
become more motivated.

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Teachers need to clearly
communicate the skills

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and content knowledge
that students are expected

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to master during
the school year.

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Students have to understand the
goals for individual lessons

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and assignments, as well as unit
and end-of-year expectations,

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if they are going
to use their data

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to interpret their
progress toward those goals.

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Students also need to
understand the state standards

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that they are expected to meet.

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Teachers can show
the connections

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between the standards and
the concepts addressed

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in classroom activities
and assignments.

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This is not the same
as engaging students

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in regular practice
exercises that are designed

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to mirror the state assessments.

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Teachers also need to
provide students with criteria

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for assessing their performance.

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A rubric is a useful tool

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for outlining the specific
criteria for assessment.

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For example, before students
begin a science lab experiment,

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the teacher can provide a
rubric that lists each standard

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that is represented in the lab
activity, such as "Students need

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to draw and label three
stages of chemical change."

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In this way, students
know what is expected

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of them before beginning
the activity.

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They understand that their
work will be assessed according

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to the rubric and that the
teacher will note where they do,

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or do not, meet the criteria.

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With this knowledge, students
can monitor their own progress

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in specific areas.

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Teachers can also provide
opportunities for students

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to take sample, completed
assignments and assess them

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against the rubric to
further their understanding

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of the expectations.

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Teachers need to provide
more feedback to students

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than putting a letter or
number grade on an assignment.

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Thoughtful feedback can help
students understand their own

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strengths and weaknesses,

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explain why they received the
grades they did, and identify

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which skills and concepts they
need to focus on in the future.

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Useful feedback is timely.

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Students should receive
feedback within a week

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of turning in the assignment.

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The sooner the better, so
that the task and skills

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in question are still
fresh in their minds.

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Feedback should be
specific and constructive.

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This can take the form of
explanations, examples,

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and suggestions for
additional practice.

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Vague comments like
"Could do better"

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or "Well done" should
be avoided.

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Teachers need to be specific
in both critique and praise.

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For example, "You're having
difficulty spelling words

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when a suffix is added" is
more helpful than "You need

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to work on your spelling."

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With this kind of feedback,
the student knows exactly

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where to focus additional
practice and attention

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for the next writing
or spelling assignment.

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When class time is set
aside for feedback,

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students can be carefully
guided through the process

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of analyzing their
progress and setting goals.

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Teachers can help them
interpret their data,

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identify specific strengths and
weaknesses, decide on strategies

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to improve performance, and
make data-based decisions

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about their own learning goals.

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All this should be done in a way

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that emphasizes students'
responsibility

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for improving their
own learning.

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This can take place in small
groups to provide feedback

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on shared areas of growth
or one-on-one with students

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for specific, individualized
feedback.

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Teachers will need to
provide students with tools

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to help them interpret
their feedback.

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These might include: 
Templates for listing strengths,

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weaknesses, and where to
focus on improvement,

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Lists of questions for
students to consider and respond

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to when setting learning
goals,

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Worksheets that help
students reflect on errors

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and provide further practice,
and Graphs generated

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by the teacher that track
student progress over time,

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and paper-based grids on
which students can record this

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information themselves.

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Teachers can consider
students' data analysis results,

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learning goals, and any
areas that students identify

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for improvement as they decide
how to adjust their instruction.

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Students' responses in these
areas can help teachers identify

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concepts that need
to be retaught,

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organize small-group instruction

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around goals the students
prioritize for themselves,

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or provide full-class
reviews on areas

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that the most students
identify as a weakness.

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Teachers should be aware that
some students may take feedback

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as a reflection on their
ability, rather than their work

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on a specific assignment.

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It's important to avoid global
statements like "You need

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to improve" that can
reinforce this misconception.

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Feedback needs to be
specific and clearly related

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to the relationship between
the task and the goal at hand.

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Different teachers within a
school often have their own

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approaches to feedback
with students.

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This can be perceived
as inconsistency,

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confusing students
and even leading some

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to dismiss the feedback
they receive.

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Having all teachers involved
in professional development

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and peer collaboration
around feedback can result

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in consistent, normative
feedback procedures throughout

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the school.

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Helping students understand and
interpret their own data is key

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for a coherent approach to
using student achievement data

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to support instructional
decision making.

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explaining expectations
and assessment criteria,

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providing specific and focused
feedback, and using tools

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that help students
understand the data

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and feedback all
contribute to this practice.

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As a result, teachers will
have additional information

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to consider when making
instructional changes,

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and students can better
monitor their own learning.

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[Music] To learn more
about Teaching Students

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to Examine Their Own Data,

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please see the additional
resources

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on the Doing What Works website.