Report Cards for Teachers: Gaining Authentic Feedback from Students

As teachers, we constantly search for ways to improve our instructional practice. We do this so that learning experiences are more engaging and rigorous for students. As a social studies teacher, you probably have some goals related to instruction. Establishing goals is part of a continual growth process, and it's important to consider student perspectives in your growth  (since we make changes for the benefit of student learning). You might gain this feedback through a paper survey or you could create a survey in Google Forms.

Below, you'll find some sample statements that might be included in your survey about instructional practice within social studies.  Students might respond with:
1. Completely agree
2. Agree
3. Disagree
4. Completely disagree

• As a class, we use Learning Targets effectively as a tool to evaluate the success of our thinking and work.
• Because we do not concentrate on memorizing facts, I want to make sure you know the skill, process or conceptual goals in our tasks. 
• As a student, I know when I am simply gathering and organizing factual information that will be used in different tasks. 
• As a student, I know when I am being evaluated based on my ability to use facts when answering one of our inquiry questions.
• As a student, I know when I am being evaluated on my ability to apply a skill or thinking process that is unique to a historian, geographer, economist, or citizen.
• As a student, I feel that the teacher effectively models what thinking looks like or what work looks like. 
• As a student, I feel that we are given enough opportunities to talk with other students about our learning. This might happen in partner conversations, small group conversations, or class conversations.
• As a student, I feel the we are given enough opportunities to use writing as we learn. I also feel that we are given enough opportunities to write about our learning. 
• As a student, I feel that our "classroom expectations for conversation" are helpful. We regularly refer to these expectations so we are successful. 
• As a student, I feel that our "classroom expectations for using writing in all content areas" is helpful. We regularly refer to these expectations so we are successful.

PLEASE NOTE the following key ideas shared by teachers who ask students to do such evaluations...

1. Students must be familiar with the language in this evaluation. If you are not using this language in your instruction, students might not know what you are talking about when you ask them to evaluate you.
2. Students must understand that you plan to take this feedback seriously. Just as you do report cards in a way that is about honesty, you hope students provide honest feedback to you.
3. Go over the data results with students. Talk with students about how you plan to use the feedback. Encourage students to use their report cards in the same way...to set new goals and improve as students.

More than Facts: Using Facts Skillfully and Using Facts to Understand Concepts

In the 21st century, education is connected to our goals for the 21st century learner.  While past traditions for student learning focused significantly on remembering facts, modern educational outcomes elevate the 21st century skills of critical thinking and reasoning and information literacy. Today's students live in a world where information is a keystroke away, so today's 21st century learner is assessed on how they use information and resources.  Factual information is not the "end;" factual information becomes something that the learner uses to achieve different ends. Below, notice how the last two report card descriptors communicate modern learning, implying that students use factual information rather than just repeat it.  In Jeffco, our elementary report card descriptors include:

Let's crack open these descriptors to consider what they mean, and their implications for teaching and learning.

Report Card Descriptor: 

Demonstrates understanding of social studies concepts and content.  

When teachers use planning tools, they see broader conceptual ideas for a unit of study (students will understand that). These broader understandings are, in general, written with the teacher as the audience.  The concepts we want students to understand are complex; they're not tackled in a lesson or two.  To understand takes time.  When considering constructivist, inquiry-based models of learning, teachers utilize essential questions with students.  Essential questions are written with students as the audience.  Essential questions are broad and they allow students to use factual information to uncover what we, as teachers, hope they will understand over time.  Throughout a unit of study, teachers might revisit essential questions with students, allowing them to write about the essential questions and discuss the essential questions.  When new factual information is acquired, students connect their ideas with broader, more enduring concepts. With regular acquisition of new factual information, a student gains additional information, which allows the learner to incorporate more complex insight into an essential question.  Teachers are asked to assess how well a student demonstrates understanding of social studies concepts and content, so we must ask ourselves, "What work or assessment activity will allow me, the teacher, to see how a student is connect factual information to broader conceptual ideas?"  While educational traditions often land on the notion that teachers "grade every assignment," 21st century perspectives of teaching and learning elevate the use of formative assessment so teachers are monitoring how students are making progress towards the use of content to explain concepts.  Throughout a unit of study teachers have the opportunity 1) to model the thinking needed to make sense of essential questions, 2) to formatively assess student thinking, and 3) to offer feedback to students related to their progress, which includes correcting misconceptions.  

Report Card Descriptor:

Applies skills and processes of social studies effectively.

When teachers use planning tools, they see learning goals that identify what students will be able to do.  At times, these statements reflect domain specific skills and processes such as students will be able to:
- analyze primary and secondary sources (History)
- analyze maps and geographic sources (Geography)
- ask geographic questions (Geography)
- evaluate and make choices while considering variable such as incentives, opportunity cost, and risk (Economics)

Teachers might also notice statements that ask students to use content knowledge (students will know) in a way that reflects thinking skills or processes of a historian, geographer, economist or citizen/political scientist. This is also known as using the skills and processes of the practitioner.

* * * * * * * * * * * * * 

In both situations, modeling the different types of thinking is crucial.  As you model your thinking for students, you might find some of the following phrases will support students:
- When I try to connect these facts to broader concepts/essential questions, this is how I think.
- As a geographer, this is how I think.
- As a historian, this is how I think.

Teachers will also find it helpful to plan learning activities with a particular goal in mind.  Articulate these goals to students so they sense if you are looking at their application of skills and processes or if they are demonstrating understanding of concepts and content.  Many times, a teacher can gather information from an activity that will reveal insight related to both report card descriptors; when planning, making an intentional choice about why students are doing the work they're doing will allow you, the teacher, to maintain your focus.  

On a final note, if you are struggling to make sense of this thinking within school subjects, try thinking about it in an entirely different context.  For example:
1.  What are the skills and processes of a psychologist? What content and concepts must a psychologist understand?
2.  What are the skills and processes of being a cook? What content and concepts must a cook understand?
3.  What are the skills and processes of a soccer player?  What concepts must a soccer player understand?