Students Self-Reporting Formative Data

Students input their scores from practice exercises into a google sheet, helping both teacher and student monitor progress.

Photo of Daniel Owens
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Students at Leadership Public Schools use a variety of programs to practice certain math skills each day. Logging in to each of these programs to monitor programs of multiple classes of students is far too time consuming and hard to manage. By creating a simple spreadsheet where students can view their next learning activity and input their performance scores, teachers are able to view each student's progress in a single, easy to read spreadsheet. 

Having students input their results creates data that is easier and quicker to access and provides an opportunity for more student ownership of their results. In a few rare instances the data the student inputs does not correlate with their knowledge of that skill, but this is easier to determine by quick teacher check-ins (or more formal 1:1 conferencing), as well as more formal assessments that happen about weekly.

An example of the google spreadsheet used at LPS can be found here, though teachers are now using the Gooru Learning Navigator as a more formalized (and free) system.


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Photo of John Faig

I love the comprehensiveness of the Google Sheet. I also like the student agency that makes scores a step and not the endpoint, as well as, a chance for reflection. I'm a spreadsheet jockey, but I would have liked a web interface.

Photo of Daniel Owens

Hi John,
I'm glad you liked the google sheet. Michael, who created the original sheets, also worked with Gooru to turn it into a web interface. If you go to you'll be able to create a free account and use their Learning Navigator.

The Learning Navigator also has a large library of different classes you can access, including the one that the original google sheets were built for, Navigate Mate:

I hope this helps,

Photo of Michael Fauteux

Thanks for posting about this, Daniel!

Having the student dashboards plug into a teacher dashboard to aggregate self-reported results definitely fundamentally changed things in the classroom (I linked an example of the teacher dash below for reference). Teachers were able to use the data to plan small group instruction, set up struggling students with peers who were having more success with a specific concept, and make visible and integrate data around academic techniques and ownership skills that before were hard to surface as a whole. Seeing, for example, how all 30 students self-monitor and manage their time in "To Do" or set goals and reflect under "Goals" was remarkable. Before, students did this only in their own journals or agendas. Seeing this at the class level opened up teaching and supporting these skills in exciting ways.

To speak to Emma's comment, having these teacher dashes also allowed for data conversations between colleagues and also administrators in dispassionate and accessible ways. It provided the means to norm around data and connect it directly to practice in a safe way.

Here is the student dash you linked:

Here is an example of the teacher dash aggregating everything:

Peak at the different tabs at the bottom of each to check out the different examples above like "Goals," "Reflections," "Assessments," and "Planner." Norming around this data in addition to the academic was really transformative.

Photo of Daniel Owens

Thanks for all of the additional details and clarity Mike. I think this should really benefit educators!

Photo of Emma Scripps

Thanks for sharing this! I love that the students share their results themselves. Also - I love the online navigator tool. Really comprehensive.Have you heard anything at all about how teachers / admins norm on student data or have rituals around using it effectively?


Photo of Daniel Owens

Hi Emma,
I'm glad you've found this helpful! As for your question, I have seen a variety of ways that teachers/admins norm on student data. Below are a few I would recommend:

- Trailblazer has weekly professional learning communities where they discuss student data in teams. The have a standard process for this and rely on a common data doc to guide the discussion. You can find more details on this practice here:

- LPS has built in data review structures throughout the year, including 8 PD days, three days of data review before the school year, and teachers and administrators reviewing data at regular points throughout the year. More detail can be found here:

- Roots Elementary uses a standard data reflection template. You can find more detail here:

- Both CICS West Belden and Pleasant View Elementary create common planning time for data discussions. More detail here: and here:

I hope this answers your question. Please let me know if there's anything in particular that you might try and/or if there are adjustments you make. Feel free to reach out with any additional questions. Also, you might want to peruse the Real-Time Data Use section of our site as that may have more instructional strategies that meet your need (

Photo of Alysha English

I love that the two of you have connected Jennifer Gaspar- Santos Daniel Owens It's so awesome to see when connections are made and the ideas shared can be implemented by others in different schools. Let us know how this strategy works in your classroom, Jennifer or what modifications you make with your students. Daniel, thanks for sharing such great additional resources from The Learning Accelerator!

Photo of Jennifer Gaspar- Santos

I like the idea of students entering in their own scores. This definitely builds ownership of their work. I like how you also pointed this out>> "In a few rare instances the data the student inputs does not correlate with their knowledge of that skill, but this is easier to determine by quick teacher check-ins (or more formal 1:1 conferencing), as well as more formal assessments that happen about weekly." When these disconnects or gaps appear--- what would be some ways the teacher can check for understanding other then scores? For example, I like how teachers are using Explain Everything to document the process of learning rather than the outcome of learning. Your idea is also very accessible, I could try this NOW!

Photo of Daniel Owens

Hi Jennifer, thanks for your kind words!
As for your question, a few ways that I've seen teachers check for understanding other than scores are:
- having the student explain how they solved the problem verbally, which is quick and could be more accessible for those that may not have strong writing skills
- having the students create a video with their answer and how the process the used to achieve it, which takes some time and requires technology skills but also creates a repository of resources that other students could use if they are struggling with that skill
- showing practical application of a skill, through a project or presentation

For some additional ideas, The Learning Accelerator has a free resource bank that highlights a multitude of strategies for assessing mastery across many different schools:

Also, if you try this idea, let us know how it goes and if you have any suggestions for improvement! This is all about seeing what works best in your class and it make take a few iterations to get it right :)