question assigment

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.

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:

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.