question assigment
a year ago 20
StudentWorkAnalysis_Math-1.pdf
StudentWorkAnalysis_ELA-1.pdf
annotated-MSMath-StudentAchievementChart.docx.pdf
Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx
StudentWorkAnalysis-ELAelementary-1.pdf
StudentWorkAnalysis_Math-1.pdf
July 2017
Student Work Analysis Lesson:
Use this document to record information/evidence from the sample student work. Evidence should consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary worksheet. Before analyzing student work, be sure to have first completed the student assignment.
General notes and observations about the task:
1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level standards?
2. What is the mathematical purpose of the assignment?
3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and application) does the assignment address? Explain.
Analyze the Student Work
July 2017
Analyzing Individual Student Samples:
Student Work
Sample
What does the student’s work demonstrate about his/her
understanding of the expectations of the assignment?
What does the student’s work demonstrate about his/her proficiency with the
requirements of the targeted standard?
Student A
Student B
Student C
July 2017
Student D
Student E
Student F
July 2017
After looking at student work:
1. How did the directions and/or prompts for the assignment allow students to demonstrate the requirements of the targeted standard(s)?
2. How did the mathematical content of the assignment allow students to demonstrate the requirements of the targeted standard(s)?
3. What patterns do you notice in the student work?
● What did students do consistently well? ● Were there any common errors?
StudentWorkAnalysis_ELA-1.pdf
July 2017
Student Work Analysis
Lesson: _________________________________________
Use this document to record information/evidence from the sample student work. Evidence should consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary worksheet. Before analyzing student work, be sure to have first completed the student assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
● The structure, concepts, ideas, events or details of the text? ● The words, phrases, and sentences within the text? ● Understanding the central ideas and development of the text?
2. How does the task require students to use evidence from text(s) to demonstrate understanding and to support ideas about the text?
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or indicate opportunities for students to demonstrate the requirements of the targeted standard(s) for the task?
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
2. What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?
3. What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standards?
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
2. Are there common errors made across the collection of student work?
Analyze the Student Work
July 2017
Student Work Analysis Worksheet
Student Work
Sample
What does the student’s work demonstrate about
the depth of his/her understanding of the text
and topic?
What does the student’s work demonstrate about his/her understanding of
the task?
What does the student’s work demonstrate about
his/her proficiency with the requirements of the targeted
standard?
Student A
Student B
Student C
Student D
Student E
Note: For a collection of more than five samples of student work, print this page multiple times.
annotated-MSMath-StudentAchievementChart.docx.pdf
Student Achievement Chart (SAC)
Standard(s): Content: 7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.
Literacy (6-12): Craft & Structure - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Objective/LT for Pre-assessment: Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times. Objectives: Students will be able to ...
calculate the actual value when given the percent error by organizing the given information appropriately with an accuracy of 3 ( out of 4) or better. calculate the percent error when given the actual value by organizing the given information appropriately with an accuracy of 3 ( out of 4) or better. draw conclusions about the percent error, actual value, and accepted value in the context of the situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or better.
Objective/LT for Post-assessment: Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two to determine the difference, at least 3 out of 5 times. Objectives: Students will be able to ...
interpret word problems by organizing key information in word problems; at least 2-3 key pieces of information for setting up the proportions. calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or better. calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or better. calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction], (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount
from the original; Mastery is an accuracy of 4 ( out of 5) or better.
Description of Student Work in Each A Mastery Levels Mastery Category
ssessment
Data Outcomes:
Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx
Module 11: Task 3: Final Assignment-Analytic Summary - Draft: Feedback Only
Analytic Summary Assignment:
1. Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either ELA Download ELAor Math Download Math.
2. After you have analyzed the student work samples, post the score/results from the students performance to the post-assessment of the Student Achievement Chart (SAC),. Download post-assessment of the Student Achievement Chart (SAC),. and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis (elementary sample) Download (elementary sample) (secondary sample) Download (secondary sample)and the SAC with a final copy of your Formative Assessment in your final submission with the Analytic Summary - All due in Module 12.
Then, using this analysis, submit an Analytic Summary of the effectiveness of your formative assessment:
Submit an Analytic Summary following this 4 question outline:
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.
2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!
Note: When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
For example:
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
·
· Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) - you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above.
PLEASE USE ONLY THIS RESOURCES : The required materials are : Paperback Classroom Assessment for Student Learning: Doing It Right - Using It Well ISBN-13: 9780135185575 (2019 update) 3rd Edition
StudentWorkAnalysis-ELAelementary-1.pdf
July 2017
Student Work Analysis
Lesson: Fantasy Text Features
Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate
questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals
using the graphic organizer. However, when it came time for individual work, these students struggled
to meet the criteria for the create your own book cover. For example, students were only able to develop
1 feature of a fantasy text independently and required explicit modeling and prompting from staff to
develop a second.
Level 2 student work example shows that the student was able to identify two features of a fantasy text
– title and character. The student represented features of a fantasy text through drawing and writing.
Although this student gave a clear response to the book cover assignment, they were only able to
identify two features of the fantasy text when the criteria based on the rubric was three. This student
showed initiative during the group work assignment and actively participated throughout the
minilesson.
Level 3 student work example shows that the student has a solid understanding of features of a fantasy
text based on the create your own fantasy book cover activity. This student met the criterion for the
assignment through drawing and writing her responses. She was able to use color representation to
match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student
exceeded the expectations and supported her peers positively throughout the group activity.
Additionally, she participated throughout the lesson as well as asked and answered appropriate
questions.
2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?
The task asks students to develop their own book cover of a fantasy text features. It
requires them to use examples based on the evidence from the mini-lesson and the
read aloud. It asks students to carefully analyze those examples and take note of
which features apply to a fantasy text. By students creating their own fantasy book
cover, they are playing the role of the author and illustrator. This factor ties into the
essential question of why authors use certain fantasy text features.
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?
Analyze the Student Work
July 2017
Yes. The rubric provided a clear guide to students during the You Do portion of the lesson
where students were asked to work individually. Additionally, the examples and clear
modeling provide in the mini-lesson, and we do activity provided a solid foundation for
students to be able to work independently and complete the task.
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which
are which. The student also has a solid understanding of informational text features and can connect
prior knowledge to the current activity/objective.
Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text
features. The student should be given more concrete examples going forward and continue to have
explicit modeling from staff.
Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able
to identify more than 3 fantasy text features and provided clear responses through drawing and writing.
This student can move on to additional features and begin to make connections to the self or real-world
by analyzing those features.
2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?
Most students advanced as per the data on the SAC. These students also showed more
consistency within their work and their participation during the lesson was more active than
usual. These students have a solid understanding of text features and are able to connect their new
ideas to prior knowledge.
3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?
Please see the worksheet below.
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
The students collaborated well in group activities. The students displayed creativity as well as
understanding in their individual work. Students carefully used the rubric as a criterion for their
assignment.
2. Are there common errors made across the collection of student work?
No.
July 2017
Student Work Analysis Worksheet
Student
Work
Sample
What does the student’s
work demonstrate about
the depth of his/her
understanding of the text
and topic?
What does the student’s
work demonstrate about
his/her understanding of
the task?
What does the student’s
work demonstrate about
his/her proficiency with the
requirements of the targeted
standard?
Student
A
Level 1
The student can analyze
visuals of an informational text
and fantasy text to determine
which are which. The student
also has a solid understanding
of informational text features
and can connect prior
knowledge to the current
activity/objective.
The student has some
understanding of other text
features such as informational
text but should still work on old
skills as well as new ones to
make accurate comparisons or to
be able to sort features. This
student should still use concrete
examples and be provided with
visual supports as well as
scaffolding for turn and talks.
The student met the requirements
of the objective with minimal
support from ESL teacher. The
student showed active
participation throughout the
lesson and can recognize two
features of a fantasy text
(character and title).
Student
B
Level 2
The student was able to
identify two features of a
fantasy text through drawing
and writing their responses.
The student needs more
support in analyzing features to
determine why it is being used.
The student can benefit from
concrete examples and
exploring more fantasy texts.
This student advanced as
per the data on the SAC.
These students also
showed more consistency
within their work and their
participation during the
lesson was more active
than usual. This student
has a solid understanding
of text features and can
connect their new ideas to
prior knowledge.
This student showed proficiency
in their work and met the criteria
for the lesson objective.
However, before advancing to
more complex skills, the student
should continue to work on
fantasy text features beyond
character and title.
Student
C
Level 3
This student has a solid
understanding of the lesson
objective and can make
connections using prior
knowledge. This student is
ready to advance to more
complex reading
comprehension skills that
require analytical thinking.
This student advanced as
per the data on the SAC.
This student also showed
more consistency in her
work. This student is ready
to take it a step further and
use text features to analyze
authors purpose as well as
make connections to self
and real world.
This student met the criteria for
the lesson objective and is ready
for more complex skills within
the HMH curriculum.
Note: For a collection of more than five samples of student work, print this page multiple times.
StudentWorkAnalysis_Math-1.pdf
July 2017
Student Work Analysis Lesson:
Use this document to record information/evidence from the sample student work. Evidence should consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary worksheet. Before analyzing student work, be sure to have first completed the student assignment.
General notes and observations about the task:
1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level standards?
2. What is the mathematical purpose of the assignment?
3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and application) does the assignment address? Explain.
Analyze the Student Work
July 2017
Analyzing Individual Student Samples:
Student Work
Sample
What does the student’s work demonstrate about his/her
understanding of the expectations of the assignment?
What does the student’s work demonstrate about his/her proficiency with the
requirements of the targeted standard?
Student A
Student B
Student C
July 2017
Student D
Student E
Student F
July 2017
After looking at student work:
1. How did the directions and/or prompts for the assignment allow students to demonstrate the requirements of the targeted standard(s)?
2. How did the mathematical content of the assignment allow students to demonstrate the requirements of the targeted standard(s)?
3. What patterns do you notice in the student work?
● What did students do consistently well? ● Were there any common errors?
StudentWorkAnalysis_ELA-1.pdf
July 2017
Student Work Analysis
Lesson: _________________________________________
Use this document to record information/evidence from the sample student work. Evidence should consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary worksheet. Before analyzing student work, be sure to have first completed the student assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
● The structure, concepts, ideas, events or details of the text? ● The words, phrases, and sentences within the text? ● Understanding the central ideas and development of the text?
2. How does the task require students to use evidence from text(s) to demonstrate understanding and to support ideas about the text?
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or indicate opportunities for students to demonstrate the requirements of the targeted standard(s) for the task?
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
2. What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?
3. What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standards?
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
2. Are there common errors made across the collection of student work?
Analyze the Student Work
July 2017
Student Work Analysis Worksheet
Student Work
Sample
What does the student’s work demonstrate about
the depth of his/her understanding of the text
and topic?
What does the student’s work demonstrate about his/her understanding of
the task?
What does the student’s work demonstrate about
his/her proficiency with the requirements of the targeted
standard?
Student A
Student B
Student C
Student D
Student E
Note: For a collection of more than five samples of student work, print this page multiple times.
annotated-MSMath-StudentAchievementChart.docx.pdf
Student Achievement Chart (SAC)
Standard(s): Content: 7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.
Literacy (6-12): Craft & Structure - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Objective/LT for Pre-assessment: Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times. Objectives: Students will be able to ...
calculate the actual value when given the percent error by organizing the given information appropriately with an accuracy of 3 ( out of 4) or better. calculate the percent error when given the actual value by organizing the given information appropriately with an accuracy of 3 ( out of 4) or better. draw conclusions about the percent error, actual value, and accepted value in the context of the situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or better.
Objective/LT for Post-assessment: Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two to determine the difference, at least 3 out of 5 times. Objectives: Students will be able to ...
interpret word problems by organizing key information in word problems; at least 2-3 key pieces of information for setting up the proportions. calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or better. calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or better. calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction], (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount
from the original; Mastery is an accuracy of 4 ( out of 5) or better.
Description of Student Work in Each A Mastery Levels Mastery Category
ssessment
Data Outcomes:
Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx
Module 11: Task 3: Final Assignment-Analytic Summary - Draft: Feedback Only
Analytic Summary Assignment:
1. Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either ELA Download ELAor Math Download Math.
2. After you have analyzed the student work samples, post the score/results from the students performance to the post-assessment of the Student Achievement Chart (SAC),. Download post-assessment of the Student Achievement Chart (SAC),. and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis (elementary sample) Download (elementary sample) (secondary sample) Download (secondary sample)and the SAC with a final copy of your Formative Assessment in your final submission with the Analytic Summary - All due in Module 12.
Then, using this analysis, submit an Analytic Summary of the effectiveness of your formative assessment:
Submit an Analytic Summary following this 4 question outline:
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.
2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!
Note: When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
For example:
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
·
· Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) - you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above.
PLEASE USE ONLY THIS RESOURCES : The required materials are : Paperback Classroom Assessment for Student Learning: Doing It Right - Using It Well ISBN-13: 9780135185575 (2019 update) 3rd Edition
StudentWorkAnalysis-ELAelementary-1.pdf
July 2017
Student Work Analysis
Lesson: Fantasy Text Features
Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate
questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals
using the graphic organizer. However, when it came time for individual work, these students struggled
to meet the criteria for the create your own book cover. For example, students were only able to develop
1 feature of a fantasy text independently and required explicit modeling and prompting from staff to
develop a second.
Level 2 student work example shows that the student was able to identify two features of a fantasy text
– title and character. The student represented features of a fantasy text through drawing and writing.
Although this student gave a clear response to the book cover assignment, they were only able to
identify two features of the fantasy text when the criteria based on the rubric was three. This student
showed initiative during the group work assignment and actively participated throughout the
minilesson.
Level 3 student work example shows that the student has a solid understanding of features of a fantasy
text based on the create your own fantasy book cover activity. This student met the criterion for the
assignment through drawing and writing her responses. She was able to use color representation to
match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student
exceeded the expectations and supported her peers positively throughout the group activity.
Additionally, she participated throughout the lesson as well as asked and answered appropriate
questions.
2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?
The task asks students to develop their own book cover of a fantasy text features. It
requires them to use examples based on the evidence from the mini-lesson and the
read aloud. It asks students to carefully analyze those examples and take note of
which features apply to a fantasy text. By students creating their own fantasy book
cover, they are playing the role of the author and illustrator. This factor ties into the
essential question of why authors use certain fantasy text features.
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?
Analyze the Student Work
July 2017
Yes. The rubric provided a clear guide to students during the You Do portion of the lesson
where students were asked to work individually. Additionally, the examples and clear
modeling provide in the mini-lesson, and we do activity provided a solid foundation for
students to be able to work independently and complete the task.
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which
are which. The student also has a solid understanding of informational text features and can connect
prior knowledge to the current activity/objective.
Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text
features. The student should be given more concrete examples going forward and continue to have
explicit modeling from staff.
Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able
to identify more than 3 fantasy text features and provided clear responses through drawing and writing.
This student can move on to additional features and begin to make connections to the self or real-world
by analyzing those features.
2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?
Most students advanced as per the data on the SAC. These students also showed more
consistency within their work and their participation during the lesson was more active than
usual. These students have a solid understanding of text features and are able to connect their new
ideas to prior knowledge.
3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?
Please see the worksheet below.
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
The students collaborated well in group activities. The students displayed creativity as well as
understanding in their individual work. Students carefully used the rubric as a criterion for their
assignment.
2. Are there common errors made across the collection of student work?
No.
July 2017
Student Work Analysis Worksheet
Student
Work
Sample
What does the student’s
work demonstrate about
the depth of his/her
understanding of the text
and topic?
What does the student’s
work demonstrate about
his/her understanding of
the task?
What does the student’s
work demonstrate about
his/her proficiency with the
requirements of the targeted
standard?
Student
A
Level 1
The student can analyze
visuals of an informational text
and fantasy text to determine
which are which. The student
also has a solid understanding
of informational text features
and can connect prior
knowledge to the current
activity/objective.
The student has some
understanding of other text
features such as informational
text but should still work on old
skills as well as new ones to
make accurate comparisons or to
be able to sort features. This
student should still use concrete
examples and be provided with
visual supports as well as
scaffolding for turn and talks.
The student met the requirements
of the objective with minimal
support from ESL teacher. The
student showed active
participation throughout the
lesson and can recognize two
features of a fantasy text
(character and title).
Student
B
Level 2
The student was able to
identify two features of a
fantasy text through drawing
and writing their responses.
The student needs more
support in analyzing features to
determine why it is being used.
The student can benefit from
concrete examples and
exploring more fantasy texts.
This student advanced as
per the data on the SAC.
These students also
showed more consistency
within their work and their
participation during the
lesson was more active
than usual. This student
has a solid understanding
of text features and can
connect their new ideas to
prior knowledge.
This student showed proficiency
in their work and met the criteria
for the lesson objective.
However, before advancing to
more complex skills, the student
should continue to work on
fantasy text features beyond
character and title.
Student
C
Level 3
This student has a solid
understanding of the lesson
objective and can make
connections using prior
knowledge. This student is
ready to advance to more
complex reading
comprehension skills that
require analytical thinking.
This student advanced as
per the data on the SAC.
This student also showed
more consistency in her
work. This student is ready
to take it a step further and
use text features to analyze
authors purpose as well as
make connections to self
and real world.
This student met the criteria for
the lesson objective and is ready
for more complex skills within
the HMH curriculum.
Note: For a collection of more than five samples of student work, print this page multiple times.