End-of-Year Student Surveys: Reflective Practice

My primary goal this year was to build a kid-centered writing classroom. I set out with the intention of using student experience as the primary driver of instructional decision-making. So…how did I do? I used a survey to learn more. I wanted to know about my students and their:

• Attitude towards writing
• Growth as a writer
• Experience in home room and my class
• Interest in summer writing opportunities

I was pleased with the thought and effort my students showed on this survey, especially where it came to their own growth as writers. For the most part, this survey was a good measure of where they see themselves. I’m sharing my results hoping you, too, might consider an end-of-year reflection with students.

By the Numbers

I designed this survey (feel free to copy this link and use it as a starting point) and administered it to my fourth- and fifth- grade students at two schools. The most encouraging result was student attitude towards writing. There was an overwhelming trend of improvement. Of 28 students:

• 21% loved writing at the beginning of the year – and stayed there
• 68% liked writing better at the end of the year than at the beginning
• No students reported a decrease in love for writing

There was one student who didn’t like writing, and didn’t change his attitude. I wasn’t surprised at the result for this student, as he wrestled deeply with his self-confidence throughout the year. His struggles – and my response to them – will most likely be a subject for exploration next year.

I also learned a lot about student preferences:

• My kids love games, and miss them when we don’t play.
• This year’s poetry unit was popular. Art, not so much.
• Kids want and need more time to just WRITE.
• I should offer direct support more often than I currently do.

What’s Next

I had hoped for specific, clear feedback about my writing instruction, but I noticed students struggled to offer it. That’s probably connected to my own practice. One way to gather better feedback is to survey students throughout the year. More frequent check-ins give kids more practice at offering their opinions, and I can put suggestions into immediate practice. 

It also circles back to students’ desire for more feedback from me. This year, I focused on developing inter-student community and support. I wanted students to see themselves as experts in writing, and I think we succeeded. I’m proud of that work, but it also means my own role as guide played a less important part. If I can model clear and useful guidance more often, kids will be better able to provide it for one another. Next year, I can work more towards balancing direct support and self-sufficiency. 

And you? What have you learned about yourself as a teacher this year, or about your students? What are ways you might plan or hope to reflect on your practice this year? Drop a line in the comments!