Analysis of Student Work
Name:______Mentor:______
Grade level/Subject Area:______Date:______
Student Work Selected for Analysis:______Content Standard:______
Far below standard / Approaching standard / Meeting standard / Exceeding standard_____% of class / _____% of class / _____% of class / _____% of class
Far below standard / Approaching standard / Meeting standard / Exceeding standard
_____% of class / _____% of class / _____% of class / _____% of class
Far below standard / Approaching standard / Meeting standard / Exceeding standard
_____% of class / _____% of class / _____% of class / _____% of class
Materials Used: / Instructional Strategies Used: / Who was successful as a result of this instruction?
Note any patterns and trends. Consider resources and/or personnel to support you
Far below standard / Approaching standard / Meeting standard / Exceeding standard_____% of class / _____% of class / _____% of class / _____% of class
Analysis of Student Work
Name:___Margie______Mentor:___Marie______
Grade level/Subject Area:____Third______Date:___10/25______
Student Work Selected: Writing/Paragraph______
Content Standard: 1.0 Capitalization, 1.1 Topic Sentence, 1.3 Use of past and present tense
Write at least one paragraph about our trip to Elkhorn Slough-Introduce paragraph with appropriate topic sentence
-Capitalize first word of sentence and proper nouns
-Correctly use present and past tense.
Far below standard / Approaching standard / Meeting standard / Exceeding standard
Jesse
Matthew
Teresa
Lily
Juan Chris
30% of class / Melissa
Tyrone
Roberta
Sara
Tomas
Vincente
Loan
Cody
Dawn
45% of class / Maggie
Rachel
Kevin
Jackie
Willie
25% of class / _____% of class
Far below standard / Approaching standard / Meeting standard / Exceeding standard
Teresa:
*Simple topic sentence
*1 period at end of paragraph
*Present tense
*Some caps at beginning of sentence / Cody:
*Used model topic sentence
*Periods at end of all sentences
*Appropriate use of caps
*Sporadic correct use of past tense / Maggie:
*Appropriate topic sentence
*Complete sentences
*Correct use of commas and periods
*Correct use of caps
*Correct past and present tense
Far below standard / Approaching standard / Meeting standard / Exceeding standard
Teresa:
*Practice w/caps
*Understanding of tenses
*Visuals of literacy concepts on walls
*Practice writing sentences w/periods / Cody:
*Practice writing topic sentences
*Learn use of past tense / Maggie:
*Increase richness
*Develop vocabulary
*Challenged to publish writing
Note any patterns and trends. Consider resources and/or personnel to support you.
Far below standard / Approaching standard / Meeting standard / Exceeding standardSelf-Assessment Rubric
Peer Editing
Academic literacy, personal vocabulary development
Direct instruction Models of past tense far below st. group
Centers
Mini Lessons
Topic sentence
Individual Conference (caps, tenses)
College tutor for ELS-for specific support / Self-Assessment Rubric
Peer Editing
Academic literacy, personal vocabulary development
Direct instruction Models of past tense far below st. group
Centers
Mini Lessons
Topic sentence
Individual Conference (caps, tenses) / Self-Assessment Rubric
Peer Editing
Academic literacy, personal vocabulary development
Centers
Mini Lessons
Topic sentence
Individual Conference (enriched writing)
Publish book of work
Parent to work on publishing / Self-Assessment Rubric
Peer Editing
Academic literacy, personal vocabulary development
Centers
Mini Lessons
Topic sentence
Individual Conference (enriched writing)
Publish book of work
Parent to work on publishing
Analyzing Student Work
• • • • • • • • • • • • • • • • • • • • • • •• • • • • • •
Step 1 ~ Describe the Expectations and Criteria for Assessing the Work
Consider the assignment and rubric. If a rubric does not exist, develop a brief set of criteria to help assess student performance.
What standard or objective does this work address?
What do you want your students to know and be able to do? What are the learning targets for students?
What are the key qualities you are looking for in this work? How would you describe the criteria for meeting the standard or objective? What specific elements must be contained in the work to meet the standard or objective?
Are drafts included? How has the student demonstrated improvement through feedback and revision?
Step 2 ~ Describe the Work Samples
Consider each work sample individually. Use the rubric or criteria to sort work into four groups:
· far below standard
· approaching standard
· meeting standard
· exceeding standard
What would you say about this student’s work in relation to the criteria?
What qualities are present or missing?
Specifically, what can this student do or not do based upon the criteria?
Step 3 ~ Analyze the Groups
Examine the work in each category and identify patterns or groups of students relative to their achievement.
Which students are in the “far below standard” category” or the “exceeding standard” category?
Are there particular groups of students performing at a particular level, such as boys or girls, special populations, English language learners, etc.?
Step 4 ~ Clarify Learning Needs
Select one student from each of the four categories for a more in depth analysis of the work. Begin by discussing the student work that “meets standard.” Identify specifically what the student can do relative to the criteria. Next identify the learning needs of the student.
What do you know about this student’s learning needs?
What have you noticed works for this student?
What are the crucial knowledge, skill, or content gaps that need to be addressed?
What experiences does this student need to further learning?
Step 5 ~ Analyze Instruction
Review and describe the content and delivery methods of the instruction related to the standard(s) that preceded the assignment.
What texts and/or supplemental materials were used? What was level of difficulty of text used?
What grouping strategies were used?
How were modeling, demonstrations or think-alouds used to support student learning?
How were examples of strong and weak work used to help students identify the learning targets and to assess their own work?
How did you check for understanding? How were students able to track their own progress and/or evaluate their own work?
How were graphic organizers and visuals used to scaffold learning or convey content?
Did you use interest centers, skill stations, peer tutoring, learning contracts, etc.?
Which students were successful as a result of this instruction? What do these students have in common?
Who was the audience for the work?
Step 6 ~ Identify Strategies for Differentiation
Determine possible ways to differentiate content or instructional strategies in response to the identified needs of the four focus groups.
Content
What other texts or supplemental materials at various levels of difficulty might be available or helpful for some of these students?
What sort of options might you be able to incorporate into your instruction?
How might students be able to select vocabulary, reading material, or assignments?
How could videos, taped materials, or computer programs simplify or extend learning for some of your students?
What standard English structures (idioms, grammar, word use, sentence structure) might need to be identified and pre-taught?
Instruction
How can flexible groupings, cooperative groups, partner work, or teams support student learning?
How might you use interest centers, skill stations, curriculum enrichment activities, peer tutoring, or independent contracts in your classroom?
Where might you incorporate modeling, demonstrations, or think-alouds to support student learning?
What are various ways you can check for understanding?
How might you use graphic organizers or visuals to convey content or procedures?
To what extent might some students benefit from extended time for completing an assignment? How might this be managed?
Step 7 ~ Closure
Summarize your next steps.
What additional information or review might your students need? Which students? How will you structure this review?
What structures or procedures can you envision putting in place to support the four students you focused on today?
What challenges might you anticipate and how might we address them?
What support will further you in this work?