Westminster Junior High School

Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

DIRECTIONS: Respond to at least four (4) of the following prompts.

1. What information did you most hope to glean from your JH Student/Course Feedback? Did the
feedback results provide insight for you in this area? Did particular information resonate
strongly with you?

I hoped to glean information about our evolving assessment plan. As a team, we have
embarked on a 4-point rubric formative assessment plan to help all learners calibrate their
learning with grade-level expectations. I hoped to learn if they felt these formative assessments
helped them learn, increased their confidence, and/or coached them to ask questions. My
learners commented on our formative assessments in prompts 4, 7, and 8. The prompts and
data are given, followed by sample comments that I found interesting.

JGough 1 SCF - 2011

Westminster Junior High School
Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

Comments from my learners that I liked reading:

• I like how they are organized into the four different levels. It helps me to understand which
level I should be at and which type of problems I need more work on. I also like how they
are not graded most of the time because then I am more relaxed when taking them. It gives
me a chance to just relax and learn.
• I can now judge my work, and the work of others based on formative assessments, and
the amount/ steps of work shown.
• I think having the leveled assessments helped me see what I needed to work on more, and
when I was at like, level four, I was insanely proud of myself. I don’t think I’ve ever put so
much effort into learning before this class and the leveled assessments, and I’ve honestly
never been this excited and self confident about knowing material. It made me happy to be
able to say, "I can do this really well because I understand." And I really don’t get all too
excited about school much, until this class this year.

Comments from my learners that I will continue to consider:

• I personally did not like the formative assessments, because they weren’t graded and I just
didn’t like them.
• They only showed really what I didn’t know not what I did.
• I really liked having the formative assessments because they let me have a good
understanding to where I was and what I needed to improve on. The only thing I didn’t like
was when a couple times this year they were graded and wish they had just been a see-
where-you-are type of thing instead of a grade.

To grade the formative assessments or not is a constant question that our team has about our
assessment plan. We believe that we are using the non-graded leveled formative assessments to
differentiate for our learners. Often the homework expected of a child is based on their level on
a formative assessment. I have done a better job offering my brightest learners enrichment by
using these formative assessments. They now have something to strive for and to investigate as
a team while I am offering their classmates additional time and support. I am inclined to
continue to use them for feedback without a grade.

Our team is seeking to find more balance in our assessments. We used to put a grade on
everything: homework, tests, participation, etc. Now our grades are based on test performance.
While it appears that effort is not a factor in our grades, the combination of leveled formative
assessments and 2nd chance tests provide our learners an opportunity to prove their effort is
impacting their learning.

2. According to the student feedback of your teaching, what positive trend(s) identified by
students are you most proud of – in other words, what was the most rewarding, positive
feedback that you received?

I am most proud of my learners’ comments that involve my coaching, feedback, and

differentiation.

Comments from my learners that I liked reading:

• Every time I have a question Mrs. Gough has one of two responses. She either
coaches me into the right answer without going right out and saying the answer. Or
she gives me a hint as to the answer. This really helps me to better learn the material,
because my teacher doesn't just tell me the answer.
• She gives very detailed feed back when our comments come and she devised the level
system to see where we are and what she can do to teach us.
• I have learned a lot this year and really grew in algebra. Ms. Gough is a great teacher/
algebra coach.

JGough 2 SCF - 2011

Westminster Junior High School
Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

• She is very open to people raising their hands and asking questions when they don't
understand something. She also lets students answer questions and do trial and error,
which is very helpful.

3. What did the student responses indicate about their perception of your knowledge of subject
matter, your delivery methods, your pedagogy, your presentation of material, and/or your
organizational style?

My classroom style has been described as “family dinner table style.” My classroom has tables
and chairs to make groups of 3-4 learners. We have a few traditional student desks to use when
testing. The data suggests that this style agrees with my learners. I want to facilitate a
conversation and answer questions rather than formally lecture. I want to cause questions to be
asked and encourage my learners to answer questions. Some learners find this style frustrating
because I often answer a question with a question. In years past, there have always been a
comment or two that indicate that I frustrate some of my learners because I won’t or don’t
answer all of their questions.

Comments from my learners that I liked reading:

• Mrs. Gough really wants the classes to be all about whether we understand it or not,
and she wants us to talk to our tablemates (about math) and to ask questions. I think
having the tables really help with the class not getting bored and not being afraid to
ask for help.
• On classes when we take notes, we have conversations and arguments about what is
right and how to get to that point. We teach each other, too. It's really fun to be able to
participate and it's also better to learn by teaching.
• She always allowed us to state what's on our minds or figure out a problem by
speaking. Her arrangement of our class, being in groups instead of individual desk,
shows that she is open to group work and discussion.
• I love how we sat in tables the whole year; it was more fun and less intimidating. It
made me feel less stupid when I didn't know the answer because odds are at least one
other person at my table didn't understand either, and it made me feel smart and
awesome when I did know the answer and I was able to share that with someone else.
It made me more prone to asking questions that I needed to know, and I was
comfortable with asking when I didn't understand. I wish I sat in tables every class.
• Class discussion is a big thing for Mrs. Gough. She wants us to figure it out on our
own instead of her telling us what the material is and how you should do it. She
encourages self-learning and struggling until you get it right.
• Most of our lessons end up being big discussions, which I like because I get all my
questions answered and it's a little more relaxed.

JGough 3 SCF - 2011

Westminster Junior High School
Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

Comments from my learners that I will continue to consider:

• We never just have to do what she says. All the time she asks us what our preference
is and one time she even let us go outside! I like that [we] as students get to input our
ideas.

My involvement with the Learning and the Brain Faculty Cohort causes me to wonder how
many opportunities for movement and different learning environments I have missed or
that I have just not considered.

Questioning, student choice and self-directed learning are important to me. I am pleased to
read that my learners thought to comment on these aspects of our work together.

4. What did the student responses indicate about their perception of your assessment techniques,
strategies, instruments, etc.? About your grading?

In addition to the 4-point rubric formative assessment plan, the Algebra I team continues to
give 2nd Chance Tests. I’ve been doing 2nd Chance Tests for a couple of years; BC has about 18
months of 2nd Chance Test experience; and DD has about 9 months of experience. We continue
to debate and refine our testing process.

When looking at the quantitative data, I thought the children’s feedback about 2nd Chance
Tests reflects the range of emotion, struggle, and thinking that cause the faculty to grapple and
reflect. But, when you read their comments, the data tells a different story.

Comments from my learners that I liked reading:

• [Strongly Disagree]
I studied for it like the big test because I would just have to do similar problems again
on the second chance test. It's better to just get the problems right the first time
instead of having to do a lot of problems a second or even third time. The second
chance tests did help me learn the material better because I was able to learn from my
mistakes.
• [Strongly Agree]
I never thought having a second chance test could be such an effective learning tool.
A lot of the time I take a little longer than my peers to fully grasp the mathematic
concepts that I'm taught, and every time that I felt the I did not fully understand the
material by the date of the first test I always understood the material by the date of the
2nd Chance Test. This is a revolutionary teaching concept that I think should be
implemented in every academic class the way that you have utilized the concept in
Algebra I.
JGough 4 SCF - 2011
Westminster Junior High School
Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

Comments from my learners that I will continue to consider:

• [Disagree] I don’t like taking the second chance tests because I think they are
unnecessary if you study for the first which I do because I find that to be the easiest
way; however if there is something on the test that I cant figure out or I make a lot of
mistakes then the second chance is great.
• [Disagree] I'm not sure. The grade on the first chance test is the real grade, to test
what I know and how I used my time during the unit. The second chance test doesn't
really count as a GRADE, but it helps me understand what I missed on the first chance
test and help prepare for the next unit, especially when the concepts build on top of
each other. I would say that the second chance test is more of a study guide.

Comments from my learners that I liked reading:

• [Strongly Agree]
It did because the point of class is to really learn material and not just memorize. The
2nd chance test allowed me to show that.
• [Strongly Agree]
I LOVED the second chance test. It was great to not have the usual thing where we
take a test then move on and I never learn from my mistakes in that unit. I love how we
take our time on each unit and don't leave any student behind. Second chance tests
have helped me a lot.

Comments from my learners that I will continue to consider:

• [Strongly Agree]
The only reason I still was motivated to learn the material in math was thanks to the
Second Chance Test. Knowing that you have another chance to show what you know
really helped me succeed better as a math student because you shouldn't never get
another chance just because you made a mistake that you've now learned from. I
strongly encourage Second Chance Tests to keep being used.
• [Disagree]
I think that the 2nd chance tests allow for lots of study time and that all the students
have learned to do is look at the problem and learn how to do that type of problem
instead of actually testing their knowledge. I think 2nd chance tests for some people,
but I didn't need them.

As a team, we sped up the pace of the first test this year. In past years we would review for a
couple of days to help our learners prepare. We now feel that the first test motivates this
review better than reviewing prior to any test. Our team has many questions about making this
process better and more productive for our learners.

This is another area for future growth in our quest for a more balanced system of assessment.

JGough 5 SCF - 2011

Westminster Junior High School
Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

5. What did the student responses indicate about their perception of your management of the
classroom, your creation of a particular tone in your classroom, and your facilitation of student
participation and communication?

As stated earlier, I want to facilitate a conversation and answer questions rather than formally
lecture. I want to cause questions to be asked and encourage my learners to answer questions.
The following comments speak, from the student perspective, about the tone and facilitation of
student participation and collaboration.

Comments from my learners that I liked reading:

• Every time I have a question Mrs. Gough has one of two responses. She either
coaches me into the right answer without going right out and saying the answer. Or
she gives me a hint as to the answer. This really helps me to better learn the material,
because my teacher doesn't just tell me the answer.
• Ms. Gough never put me down. Even when she said I needed a better grade on an
assignment, she always gave me words of encouragement. I never thought about her
as attempting to be mean or un-encouraging.
• You definitely help me and encourage me to do my best work. I know that since you
put so much effort into getting class prepared for us I should do the same back for you.
So I try and stay completely focused and try my hardest in all that I do.
• She gives very detailed feedback when our comments come and she devised the level
system to see where we are and what she can do to teach us.

The comments hit many of the highlights of my learning and work this year. I want to ask
more questions rather than give answers. “Answers are the waypoints on the path to wisdom,”
after all. I have been very direct with many of my learners, much more direct than in years
past. I am pleased to read that the feedback and challenges have been taken as encouragement.

6. What surprised you about the student responses? What do you wish they had said about your
teaching that they did not point out? Will you change anything about the way you teach because
of the feedback you received from students?

Theoretically, I believe in dollops of feedback. In practice, I give my learners opportunities to

give me feedback in the form of a journal at least once a quarter. But, as you will read from the
following surprising student response, the journals were not enough to prompt this child to tell
me how things were going from her point of view. I applaud this child for her well-written
comments that offer me feedback without a personal attack. I hope that I offer such quality
feedback to others.
JGough 6 SCF - 2011
Westminster Junior High School
Student/Course Feedback Summary Tool (Option #2 of 3) – Interim Revision for 2009-10

• Mrs. Gough is good at teaching the best way of doing the work but I don't feel like she
encourages me at all. When I walk in the math room for class everyday it feels like it's
just me teaching myself the material, and that everyone else in my class is in a
separate class.
• I could see exactly what skills I needed to work on, as well as challenge myself with
the level 4 questions.
• During the first semester, I got all A's on my first chance tests so I never used them to
study for my second chance test. But as the second semester came along, I started to
feel more and more alone and discouraged in math and really wasn't motivated to
learn the material. I just would take the test and what I didn't understand I tried to
memorize steps for instead of really learning it. This semester made me strongly
dislike math and simply feel like a moron during class because my tablemates caught
on to everything we were taught and I sat there still wondering the first step to the
problem.
• The only reason I still was motivated to learn the material in math was thanks to the
Second Chance Test. Knowing that you have another chance to show what you know
really helped me succeed better as a math student because you shouldn't never get
another chance just because you made a mistake that you've now learned from. I
strongly encourage Second Chance Tests to keep being used.
• This question honestly doesn't have an answer because during this semester I felt so
discouraged and alone in math that I put very little effort.
• I can see that more work is better work.
• I don't think that I'm good at algebra not because of my intelligence, but because I
have no motivation to try in this class. Everyday I sit in math waiting for the bell to ring
because I know that for one hour I will be sitting in a class where everyone
understands the material and gets good grades except for me. I don't know anyone
who would look forward to going somewhere where they feel like the dumbest person
in the class.
• During the first semester, I enjoyed coming to class and having you as a teacher. You
encouraged me and I could tell that you were proud of my work. When I returned for
the second semester, all of that went away. It seemed as though everything was good
if you understood the material, but if you didn't that’s to bad you’re on your own. I tried
to come to office hours for help, but it was useless because I sat down to work, and
then you left for the next thirty minutes so I decided not to come back to office hours.
Unit after unit, my grade in math kept slipping, and honestly I decided to just give up.
Since that point I dreaded coming to class, and when I didn't understand something I
just let it go because I didn't care about my grade, and it didn't seem like you did either.
I will go into high school with a fresh start in math next year, but the stuff I didn't learn
this semester will always return there and I know it. The fact that my math experience
wasn't a good one doesn't affect what I think of you in any way. I enjoyed having you
as my math and homeroom teacher and your way of teaching during the first semester
really encouraged me and taught me things I will always use. Thank you for everything
you taught me.

All of the comments in this section are from one learner, and I did not know that she felt
this way until I read her feedback. It breaks my heart to read that she feels like the
dumbest person in the class for she is a bright, capable girl. In case it is not clear, I
know the author of the comments because our relationship is built on trust. She gave
her name on the survey. I love her, and she loves me. It is safe to send and receive this
feedback.

I value this feedback and challenge myself to offer more frequent opportunities for this
type of feedback in the future. I don’t want any child to leave me feeling this way.

JGough 7 SCF - 2011