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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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
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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Analysis of Student Work Tool
Step 4 - Description of Performance
Exceeding StandardMeeting StandardApproaching Standard Far Below Standard
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Analysis of Student Work Tool
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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Approaching Standard
Cody:• Used model topic sentence• Period at end of all sentences• Appropriate use of caps• Sporadic use of past tense
Analysis of Student Work Tool
Description of Student Performance
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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
Analysis of Student Work Tool
Description of Student Performance
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Analysis of Student Work Tool Step 5 - Learning Needs
Exceeding StandardMeeting StandardApproaching Standard Far Below Standard
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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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Analysis of Student Work Tool Learning Needs
Approaching Standard
Cody:• Practice writing topic sentence• Learn use of past tense
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Analysis of Student Work Tool Learning Needs
Meeting Standard
Maggie:• Increase richness of writing• Develop Vocabulary
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Analysis of Student Work Tool Step 6 - Differentiated Strategies5. Differentiated Strategies
Exceeding StandardMeeting StandardApproaching Standard Far Below Standard
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Differentiated Strategies
Exceeding StandardMeeting StandardApproaching Standard Far Below Standard
Self-Assessment RubricPeer Editing
Academic LiteracyPersonal Vocab.
DevelopmentDirect Instr.
Models of past tense
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Exceeding StandardMeeting StandardApproaching Standard Far Below Standard
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: