At the end of the first semester we asked students to fill out a survey giving us feedback on how this process worked for them. We asked the students what their goal was for the semester and if they met that goal. We asked students to elaborate on why they did or did not meet their goal. We also asked them how many topics (i.e. chapters) they completed in the semester. Students who are moving at a pace similar to a traditional class should complete between 4-6 topics in a semester, depending on which course they are taking.
We also asked the students the following questions:
- Did you choose to remediate any tests over 70% this semester?
- Did you attend direct instruction this semester?
- Did you find direct instruction helpful?
- How much did this Math Program allow you to develop skills to become a successful student?
- What skills did you develop to become a successful student?
- How would you describe your engagement as a learner this semester?
- How much does this Math Program allow you to develop your time management skills?
- How much did this Math Program allow you to develop your problem solving skills?
- How much opportunity were you given to learn in a way that works best for you?
- How student-centered did this class feel?
We had 307 students complete the survey. The results are fascinating and will take some time to really analyze but I wanted to get an initial sense for what the students thought. I grouped the students into 3 groups based on the numbers of topics they completed in semester 1. Sixty-six students reported completing 1-3 topics (technically off-pace), 177 reported completing 4-6 topics (either on pace or ahead depending on the course they are taking), and 64 reported completing more than 7 topics (moving faster than a traditional class). I randomly selected one student from each group to study their responses.
Student #1 is enrolled in Geometry and set the goal of completing through Topic 4 by the end of semester 1. She only completed 2 topics and did not meet her goal because she stated she had to remediate some tests before she could move on. Student #1 says she developed better listening skills this semester and has become more comfortable asking questions when she is stuck. On a scale of 1 (low) to 10 (high) she reports that her engagement as a learner is an 8 and her problem-solving skills are a 7.
Student #2 is enrolled in Algebra and had a slightly vague goal of being almost done with Algebra. She completed 5 topics this semester. She said through this program she learned how to set goals for herself and that following her pacing guide was really helpful each week. Student #2 felt that she learned how to motivate herself to take responsibility for getting her work done. She also rated the class a 9 out of 10 for providing an opportunity to learn in a way that is best for her.
Student #3 is enrolled in Algebra 2 now but began the year in Algebra and had a goal of being halfway done with Geometry by the end of the semester. She completed 13 topics and surpassed her goal by completing all but 2 topics of Geometry. She rated the program 9 and 10 on all questions and commented that she loved being able to move at her own pace. Student #3 said she had to develop planning skills and fine-tune her working habits because she knew she had set a lofty goal for herself.
Just glancing at the spreadsheet of student results is fascinating and it gives the lead teachers additional information into how their students are working and approaching the program. I hope it helps students connect their progress during the year to the goals they set for themselves. The majority of students who did not meet their goal were very honest and specific about why they did not meet their goal. We plan on surveying students again at the end of semester 2 and I wonder how many students who did not meet their goal after semester 1 end up meeting it by the end of the year. We have really tried to let students know that their feedback matters to us (many changes to our program for this year were directly linked to student feedback) and I think it is important to survey them to hear what they have to say. I plan on referencing these results to my students that I track when I meet with them this semester.
Super interesting – after a particularly low test in Big History last week I was surprised by how many students I checked in one on one about it were perfectly honest that they did not put in the time to study. I was expecting them to blame the test or me their teachers. Maybe their high ratings of themselves on the Panorama testing are accurate?
I love that you are doing this as part of the program. Getting them to understand their part and make slow incremental changes is empowering and I agree with Miranda that we may be seeing the results of these types of questions and thoughtful feedback helping them grow!
Lesley,
I am wondering- Do most students choose to tests over 70%? And…do students report the Math program as developing their time management skilld
This is really interesting! I started to implement goal setting and individual rubrics in a couple of independent writing projects last semester. I found that students were much less likely to view the resulting assessment as subjective when they had control over their goals and the rubric.
Not all students choose to test over 70% but many students who score 85% and below do. Oftentimes students wait until they are almost done with the course and are calculating what they want their final grade to be before they choose to reassess.