1/8/2016gbyob #51 great beginnings year one part b class #5 analysis of student work

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Great Beginnings Year OnePart B

Class #5

Analysis of

Student Work

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Outcomes:

Understand frequent assessment as critical to learning

Use the Analyzing Student Work tool

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Assess, Assess, Assess

Pre-Assess Juncture (informal & growth)Final Product Assess

Marzano: Classroom Assessment and Grading that work, c.2006

“At a basic level, classroom assessment is a form of feedback to students regarding

their progress….”

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Researcher John Hattie – 8000 studies

“The most powerful, single modification that enhances achievement is feedback.

The simplest prescription for improving education must be dollops of feedback.”

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Assessment = Feedback

Assessment/feedback impacts two basic human drives— Strive for success Fear of failure

Goal -- Interpret low scores that do not imply FAILURE. Provide evidence that effort

on their part results in higher scores.

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Assessing “Layers” of Learning

Essential knowledge (Basic) Application (know & use concepts) Complex-thinking (know, use, apply to

problem-solve)

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Fundamental Tool for Assessing: Rubric

Roadmap to Expectations Elements of a Rubric Process for finding criteria for quality work

All assessment is formative

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Assess, Assess, Assess

How can I provide frequent feedback for my students to motivate learning?

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Analysis of Student Work Tool

Steps in the Process:

1) Select the Assessment

2) Describe Expectations for Student Work

3) Assess Student Work

4) Describe Student Performance

5) Clarify Student Learning Needs

6) Discuss Strategies for Differentiation

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1. Select the Assessment How might you assess what students are

learning?

What content standard or performance objectives does this assessment address?

How does this assignment support students in meeting the specific content standards or performance objectives?

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2. Expectations for Student Work

What do you want your students to know or be able to do?

How will you know if a student is meeting the specific standard or their performance objective?

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3. Assess Student Work

Using rubric or other set of criteria,sort student work into 4 groups:

1. Far Below Standard2. Approaching Standard3. Meeting Standard4. Exceeding Standard

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4. Describe Student Performance

List student you selected to represent each category.

What can each student do (or not do) relative to the criteria and performance expectations?

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5. Clarify Learning Needs What do you know about student’s learning

needs? What have you noticed works best for this

student? What are the crucial gaps we need to

address? How can you advance your students’ learning? What skills, concepts, and experiences do the

students need?

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6. Differentiated Strategies

Note patterns and trends as they pertain to special population students.

Identify resources and personnel that could support students.

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Strategies to Consider for Differentiation

Other texts or supplemental materials at

various levels of difficulty Multi-option assignments Options to incorporate into your instruction Student selected vocabulary, reading material,

or assignments Videos, taped materials, or computer programs Skills that might need to be pre-taught

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Strategies to Consider for Instruction

Flexible grouping Interest centers Incorporate modeling, demonstrations, or think-

aloud Various ways to check for understanding Graphic organizers or visuals to convey context Extended time for completing assignments

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Guided Practice“Honolulu Zoo” Writing

ANALYSIS OF STUDENT WORK

Name:__________________________________________Mentor: _____ _______________________________

Grade Level/Subject Area:______________________________________Date: _________________________

Student Work Selected for Analysis: ________________________________

Content Standard:____________________________________________________________________________

1. Expectations for Student Work/Performance

2. Assess Student Work

Exceeding Standard

_____% of class

Meeting Standard

_____% of class

Approaching Standard

_____% of class

Far Below Standard

_____% of class

3. Description of Student Performance

Exceeding StandardMeeting StandardApproaching Standard Far Below Standard 4. Learning NeedsStrategies To Consider For Differentiation

5. Differentiated StrategiesFar Below StandardApproaching StandardMeeting StandardExceeding Standard

Cody

Maggie

Teresa

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Step 1 - Select the Assessment

Name: Mary Jane Brown Mentor: A. Moana

Grade Level/Subject Area: 3rd Grade/ LA Date: 1/1/07

Student Work Selected for analysis: Writing - Paragraph

Content Standard: 3.1 - Capitalization

3.2 - Topic Sentence

3.3 - Use of past and present tense

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Step 2 - Describe Expectations

Expectations for Student Work Write at least one paragraph about our

trip to Honolulu Zoo.

Capitalize first word of sentence and proper nouns.

Correctly use present and past tense.

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Step 3 - Assess Student Work

Far BelowStandard

ApproachingStandard

MeetingStandard

ExceedingStandard

JesseMatthew

Teresa

30% of class

Cody Lilly MelissaRoberta Tyrone

50% of class

Beth

Maggie

20% of class __% of class

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Step 4 - Description of Performance

Exceeding StandardMeeting StandardApproaching Standard Far Below Standard

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Description of Student Performance

Far Below Standard

Teresa:• Simple topic sentence• 1 period at end of paragraph• Some caps at beginning of sentence

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Cody:• Used model topic sentence• Period at end of all sentences• Appropriate use of caps• Sporadic use of past tense



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Meeting Standard

Maggie:• Appropriate topic sentence• Complete sentences• Correct use of commas and periods• Correct use of caps• Correct past and present tense



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Analysis of Student Work Tool Step 5 - Learning Needs


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Analysis of Student Work Tool Learning Needs

Far Below Standard

Teresa:• Practice with caps• Understanding of tenses• Visuals of literacy concepts on walls• Practice writing sentences with periods

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Cody:• Practice writing topic sentence• Learn use of past tense

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Meeting Standard

Maggie:• Increase richness of writing• Develop Vocabulary

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Analysis of Student Work Tool Step 6 - Differentiated Strategies5. Differentiated Strategies


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Differentiated Strategies


Self-Assessment RubricPeer Editing

Academic LiteracyPersonal Vocab.

DevelopmentDirect Instr.

Models of past tense

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Differentiated Strategies

CentersMini-lessons

Topic SentencesIndividual Conferences

Publish book of work

Parent to help publish

TutorELL -specific support

(Enriched writing)(caps, tenses)

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Analysis of Student Work Tool Analyzing Practice Grade Level/Subject Area:

2nd Grade / Math

Student Work Selected For Analysis:• Two digit addition problems

Content Standard:• Use a variety of strategies to solve problems involving

addition of two-digit numbers.

Expectations:• Students will add 2 digit addition problems with regrouping.

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Four Square Summary

As a result of this seminar, here are…

1. New ideas I’ve gained:2. Things I value:3. Questions raised in my mind:4. Things I’m going to try:

1/8/2016gbyob #51 great beginnings year one part b class #5 analysis of student work

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