Student Work Analysis Formative Assessment Tool

Student Work Analysis ---- Formative Assessment Tool

Subject Area: ELA Grade Level: 3

Performance Task: #1 – Opinion on Studying Sharks

Aligned to Standards CCSS Writing Standard #1 and … (see replacement unit)

1. Using district/classroom assessment or rubric, describe expectations for performance:

(See rubric and replacement unit for expectations)

______

2. “Sort” students’ work by degree of objectives met (list student names in each category so you can track their progress with each assessment administered)

Objectives not met Objectives partially Objectives fully met Objectives fully met met and exceeded Andrew Olivia Broad reasons with Stronger – have supporting details counter claim with Imply/have counter but explicit connection lack connection to WHY – e.g., you __% of class __% of class reasons to study could not get close Donovan Emily Lana +Matt Nolan Peter Christina Mackenzie David – voice! Colin Cathie Robert Madison Victoria Jada +Emma Anthony Gage __ % of class Dakota – no counter

_% of class

1 Adapted by Karin Hess from: Moir, E. (October 2009). “Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction.” Phi Delta Kappan, V91 N2. 3. Choose sample from each group/category and describe “typical” performance, or specific performance of selected students Objectives not met Objectives partially met Objectives fully met Objectives fully met and exceeded - is somewhat choppy -More of a summary -Related ideas are -Related ideas are as the writing jumps of facts without grouped together & grouped together & from one fact to general reasons connected to focus/ connected to focus/ another with little or no transitions -Some use of -general /broad ideas -general /broad transitions that are supported by ideas that are -Basic use of facts supported by facts vocabulary -little use of - use of transitions - use of transitions - basic sentence elaboration -Have counter -Have counter structure -Simple sentence argument –lack argument – structure throughout. connections to WHY connections to WHY -Visual not labeled to -Basic use of facts make it the one facts make it the provide information vocabulary. to study OR what one to study OR or support ideas -Visual labeled to they want to learn what they want to provide information -Visual labeled to learn support ideas

4. Describe learning needs of identified students (or students in each targeted group) Objectives not met Objectives partially Objectives fully met Objectives fully met and met exceeded Grouping ideas - add specific reasons -add Compelling -Compelling intro that are supported by intro or “hook” and or “hook” and Transitions facts conclusion. conclusion. -Variety of sentence Basic conventions – structure. -Variety of capitals at start of sentence structure. Elaboration!! sentences -add WHY these -Elaboration of -add a clear WHY -Visual labeled to provide facts support what I details and facts to these facts information could learn support focus support or expand -what I could -Visual labeled to -add a clear WHY learn support ideas these facts support or expand -what I -Visual labeled to could learn support SPECIFIC -Visual labeled to ideas support SPECIFIC ideas 5. Identify differentiated strategies to move ALL groups of students forward. Note any patterns or trends.

2 Adapted by Karin Hess from: Moir, E. (October 2009). “Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction.” Phi Delta Kappan, V91 N2.