Student Feedback and Progressive Reporting
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Transcript of Student Feedback and Progressive Reporting
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#HobsonInsights Student feedback and progressive reporting
David SavillHead of Strategy
2014
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www.hobsons.com/apac/progressive-reporting-in-schools
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Define what’s important to parents when it comes to their child's education
Unpack the importance of feedback, the channels, the frequency and how parents use that feedback
Establish the level of parental and family support in student coaching and development
Understand better what impacts student performance
Define the impact of curriculum planning and the balance of social engagement and traditional curriculum
We did the research to:
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1000 + parents responded
across all states
and school types
We asked 36 questions
with 387 lines of enquiry
Survey framework
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Demographics
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Private (religious affiliation)
33%
Pri-vate (non-reli-
gious affilia-tion)5%
Public (Gov’t funded)
62%
NSW201
Qld201
SA203
Vic202
WA200
Primary50%
Secondary50%
Demographics
Female50%
Male50%
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The data will be split by state and in line with the
MCEETYA data collection standards
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What we know
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Thinking about Reporting
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Parents say feedback is essential
Attitude Behaviour Task performance Progression Student outcomes70%
75%
80%
85%
90%
95%
83.1%
85.7%
79.5%
89.7%
82.7%
77.2% 77.6%
83.7%
89.5%
85.7%
Primary School Secondary School
% E
ss
en
tia
l
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As and when it happens
Daily Weekly Monthly Per Term Per Semester Annually Never0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
20.6%
1.2%
5.1% 6.0%
42.8%
21.4%
2.5%0.5%
26.4%
1.3%
9.5%
20.2%
34.6%
7.0%
0.7% 0.3%
Frequency of Feedback Received Preferred Frequency of Feedback
Frequency of feedback
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57.5% of parents want feedback more often
than once per term (42%)
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Parent engagement
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Parent involvement decreases dramatically as a child progresses through education
Kindergarten
Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 120%
10%
20%
30%
40%
50%
60%
70%
80%
Overall Public Private
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Kindergarten
Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 120%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Overall Public Private
Other family support decreases dramatically as a child progresses through education
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At home learning decreases as a child's education progresses
Private tutoring
Coaching by parent / relative
Online additional
studyLearning a language
Other Academic Activities None of these
Kindergarten 6.5% 45.2% 0.0% 16.1% 58.1% 41.9%Prep 8.6% 31.4% 20.0% 11.4% 48.6% 51.4%Year 1 7.9% 32.6% 19.1% 6.7% 47.2% 52.8%Year 2 9.2% 33.8% 24.6% 1.5% 50.8% 49.2%Year 3 9.9% 26.8% 22.5% 8.5% 40.8% 59.2%Year 4 5.4% 31.1% 27.0% 8.1% 48.6% 51.4%Year 5 12.2% 33.8% 20.3% 12.2% 54.1% 45.9%Year 6 10.9% 20.3% 15.6% 3.1% 37.5% 62.5%Year 7 11.6% 23.3% 23.3% 11.6% 53.5% 46.5%Year 8 8.3% 25.7% 11.0% 6.4% 37.6% 62.4%Year 9 14.6% 20.2% 11.2% 3.4% 32.6% 67.4%Year 10 9.2% 16.1% 12.6% 4.6% 34.5% 65.5%Year 11 11.2% 12.4% 3.4% 1.1% 24.7% 75.3%Year 12 16.1% 11.5% 13.8% 2.3% 32.2% 67.8%
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Parents are saying they’re spending the
time but not getting the feedback on how to
spend the time effectively
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When your child has underachieved in a task, what has been your response and actions?
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Improving performance
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Student performance increases with
extracurricular activities
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21Extracurricular Activities None
0%
5%
10%
15%
20%
25%
20.6%
14.9%
20.8%
16.7%
20.7%
15.8%
Primary Secondary Overall
Students grades V participation in extracurricular activities
% Receive an A
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34% of parents were unable to state their
child's grade they don’t feel they receive
feedback to make an informed judgment
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Those that did state a grade pretty much all said
their child was at a
B grade level
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Does increased student/ parent feedback increase performance?
Hattie* thinks so:
It can not only inform the student how he or she is learning
But it can also inform a teacher how they are going!
*Hattie J , and Timperley H REVIEW OF EDUCATIONAL RESEARCH 2007;77:81-112
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Feedback and making Learning Visible
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John Hattie and Learning
http://visiblelearningplus.com
Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching.
According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers.
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Hattie J , and Timperley H REVIEW OF EDUCATIONAL RESEARCH 2007;77:81-112
A model of feedback to enhance learning
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Curriculum planning
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Agree60.7%
Disagree39.3%
Agree72.1%
Dis-agree27.9%
Agree56%
Disagree44%
Primary
Secondary
Public
Public
Private
Private
Agree66.4%
Disagree33.6%
37.5% of parents disagree that their school tailors curriculum to their child
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The report is available now
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www.hobsons.com/apac/progressive-
reporting-in-schools