Analysis of Student Work

Analysis of Student Work Directions

Name: <put your name here> / Lesson/Unit: <put the name of your unit/lesson>
Grade/Subject: <put your grade or subject here> / Date: <put the date>
Work selected for analysis: <tell what the work is> / Benchmarks: <list the benchmarks that this work represents – i.e. MA K.1.1>
Part 1: What were your expectations? (What does meets proficiency look like?) – list criteria

<In this section you’ll list the criteria for what meets the standard would look like>

Part 2: Distribution of students: (as related to benchmarks) – Sort student work into the following categories. Write student names in the columns.

Far below

Approaching

Meeting

Exceeding

<list the names of students whose work falls far below the benchmarks that you’re addressing>

<What percent of your class is in this category?>

____% of class

<list the names of students whose work is approaching the benchmarks that you’re addressing>

<What percent of your class is in this category?>

____% of class

____% of class

<What percent of your class is in this category?>

____% of class

Part 3: What are these students able to do? – Choose one student from each group and describe concepts or skills that are in place

Far below

Approaching

Meeting

Exceeding

<list the name of one student from this category and tell what the student’s work shows that he/she is able to do in relation to your criteria (benchmarks)>
<Attach work from this student to this document> / <list the name of one student from this category and tell what the student’s work shows that he/she is able to do in relation to your criteria (benchmarks)>
<Attach work from this student to this document> / <list the name of one student from this category and tell what the student’s work shows that he/she is able to do in relation to your criteria (benchmarks)>
<Attach work from this student to this document> / <list the name of one student from this category and tell what the student’s work shows that he/she is able to do in relation to your criteria (benchmarks)>
<Attach work from this student to this document>

What does the data (in the table above) tell you? <take a look at the information above. What conclusions can you make about your students?>

Part 4: What will you do to help bridge the gap? (describe strategies you can use to move students to the next proficiency level)
Far below / Approaching / Meeting / Exceeding
<list what this student needs to do in order to move to the next proficiency level> / <list what this student needs to do in order to move to the next proficiency level> / <list what this student needs to do in order to move to the next proficiency level> / <list what this student needs to do in order to be engaged at this level>

Part 5: What differentiation strategies would you use with these students?

As you prepare your reflection consider the following questions: <You can use your reflections on these questions in your actual Entry Slip reflection>

1. What does this analysis tell you about your students’ learning needs? (Be specific for each group of students.)

2. What interventions did you implement with your students during the teaching of the unit and what do the work samples indicate regarding the effectiveness of the interventions that you used?

3. How will you use this information in planning future lessons/units for these students?

Adapted from: Analysis of Student Work (2004 New Teacher Center UC Santa Cruz) and Data Driven Decision Making in the Standards-Based Classroom (2004 Corwin Press, Gayle Gregory and Lin Kuzmich