Data Analysis Project:
Background as to Why We Analyze Student Work?
Engaging in a collaborative process of looking at student work allows a group of educators to analyze the learning experiences they have designed for their
students and determine their effectiveness. When teachers collaboratively analyze student work they can build understanding and agreement about the
consistent use and interpretation of a rubric with the goal of improving student learning. This process encourages teachers to consider:
1. What are my students strengths with regard to the required knowledge and skills?
2. What are my students learning needs with regard to the required knowledge and skills?
3. Do students have sufficient foundational content and process skills to approach new learning?
4. How can I support student learning through scaffolding and differentiation?
The most important benefit of analyzing student work is improved student learning. According to Langer, Colton, and Goff (2003), the most important
benefit of collaboratively analyzing student learning is that at-risk students learn more. In addition, through a student work analysis, students and
teachers have increased clarity about intended outcomes.
Other benefits for teachers and educational organizations that have been identified include:
Increased professional knowledge about curriculum, students, methods, strategies, assessments, and contextual factors.
Greater understanding of alignment among standards, curriculum, instruction and assessments and how to fill gaps for students, as well as how
to assess based on instructional expectations.
Positive opportunities to collaboratively share expertise and move away from isolated teaching.
Higher consistency of curriculum alignment within and across grade levels are established.
School improvement goals and resource allocation are driven by classroom data.
Professional development planning is targeted to teachers needs based on student evidence.
A collaborative culture of inquiry about student success is developed.
Course Standards:
This assignment aligns with the following Teacher Candidate Quality Standards:
Standard 1: Demonstrates mastery of and pedagogical expertise in content
Standard 3: Plans and delivers effective instruction and creates an environment that facilitates learning for students
Standard 4: Reflect on professional practice
Your Task:
After you have planned your lesson, you should assess your students on the Learning Target and Success Criteria. You should have planned and identified
WHAT strategy, task, or performance you will have students do to demonstrate their understanding of the Learning Target and Success Criteria. The next
step is to teach the lesson and collect student work. After you have collected the student work, you will work through the below Data Analysis Protocol.
Student Work Analysis Protocol
Subject Area: _Plant Science______________________ Grade Level: _11/12______________
Teacher Evaluator: __Jamie McLaughlin______________________________________
A. Reaching Consensus about Proficiency
Read the assessment task, performance, and/or rubric, and:
1. Describe what the students were expected to do?
Students were expected to write a short answer regarding the theme If I owned 100 acres I would. They needed to choose which of the four
regions in the United States they would have their plot of land, choose the crops they would grow on that land, and give reasons as to why they
chose the location and the crops.
2. Which standards (CCSS or content standards) or curriculum expectations are being assessed? These should already be listed on your CEP Lesson
Plan Template.
PLSC.01.03 Understand plant production industry segments
PLSC.06 Identify and explain the principles of field production
PLSC.01 Understand the structure and significance of plant agriculture systems
3. Describe what you would consider to be a proficient response on this assessment? Exactly what would students need to say, write, or perform
for you to consider their work proficient? I pulled the instructions from the instruction sheet that I gave to the students.
Now that we have discussed regional crop production in class, you are responsible for completing an essay centered around the theme, If I
owned 100 acres, I would.... Your essay needs to include the following:
1. Introduction: This should include the location of your land (which region and state). Give a brief statement describing the crops you
would grow.
2. Supporting details: Include at least 3 supporting facts which explains why you chose the location and 3 supporting facts which explains
why you chose the crops. This section should be detail oriented and as specific as you can make it. This is where you can also add personal
interests and stories to further explain your decision.
3. Closing statement: Briefly explain your location and crops again. Tie the essay together.
4. Resources: Make sure you utilize at least 3 resources to support your decision.
B. Diagnosing Student Strengths and Needs
Next, read student work and without scoring, do a quick sort of students work by the general degree of the objectives met, partially met, not met. You
may need a not sure pile. After sorting, any papers in the not sure pile should be matched with the typical papers in one of the other existing piles.
Student names should be recorded in the columns in order to monitor progress over time
HIGH EXPECTED LOW
(Objectives met) Expand Table as needed (Objectives partially met) (Objectives not met)
Brachelle Marlene Jasiel
Lexie Yessica David
Trevor Daniel Jacob
Anairis
__30___% OF CLASS ___30__% OF CLASS __40____% OF CLASS
C. Identifying Instructional Next Steps
Discuss the learning needs for the students in each level considering the following questions:
1. What patterns or trends are noted?
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
1. Introduction- briefly explains the topic 1. Introduction-briefly explains topic but 2. Supporting details- supporting details
and provides a hook or personal ties doesnt provide a hook or personal are not valid or reliable
2. Supporting Details- details are specific, attachment 3. Closing statement- there is no closing
valid, reliable, backed up with 2. Supporting Details-Details lack validity statement
resources, and insightful and specificity 4. Resources- resources are not
3. Closing Statement-effectively ties 3. Closing Statement- restates intro, but provided
response together in an interesting doesnt tie it all back together fully
way
4. Resources- relevant and reliable
5. Based on the diagnosis of student responses at the high, expected, and low levels, what instructional strategies will students at each level benefit
from? List those instructional strategies in the table below:
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Hands on work
Individual work Partner/group work Guided work
Student oriented Guided work Teacher oriented
Challenging examples Pair share Give examples
