student feedback and progressive reporting

#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

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

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%)

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?

Improving performance

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Student performance increases with

extracurricular activities

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

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

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