Student Analysis

Page|6
Student Work Analysis Protocol

Subject Area: ________Mathematics________ Grade Level: _______9th_______
Formative or Performance Task: ________________Formative________________
A. Reaching Consensus about Proficiency
Read the assessment prompt and/or rubric and explain:
What are the students expected to do?
Which standards (CCSS or content standards) or curriculum expectations are
being assessed?
What do you consider to be a proficient response on this assessment? Exactly what do
students need to say or write for you to consider their work proficient?
Did the assessment give students a good opportunity to demonstrate what they know?
B. Diagnosing Student Strengths and Needs
After reaching consensus, 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
(Objectives met)
EXPECTED
(Objectives partially met)
LOW
(Objectives not met)
No names are included in

order to maintain
confidentiality.
- No names are included in

order to maintain
confidentiality.
- No names are included in

order to maintain
confidentiality.
14.81% OF CLASS
29.63% OF CLASS
55.56% OF CLASS
Adapted by the National Center for the Improvement of Educational Assessment from the (add in citation for Maryland doc) and the
Center for Collaborative Education (2012).(Permission to reproduce and use is given when authorship is fully cited.)
Student Work Analysis Protocol (continued)
Page|
7
C. Choose a few samples to review from each level (low, expected, high) and discuss and identify
the prerequisite knowledge that students demonstrated that they knew.
HIGH
(Objectives met)
EXPECTED
-basic operations
-any number to the power of 0
is 1
-how to make a negative
power positive
-expressions with x to different
powers cant be combined
-when multiplying with the
same base add the exponents
-basic operations
is 1
power positive
LOW
-most of the basic operations
D. Using the reviewed samples from each level, discuss and identify the misconceptions, wrong
information, and what students did not demonstrate that was expected.
HIGH
(Objectives met)
EXPECTED
LOW
-following directions in the

third part
-coefficients in front of the
variable part doesnt have the
same power as the variable
-expressions with x to
different powers cant be
combined
-coefficients in front of the
variable part doesnt have the
same power as the variable
-when multiplying expressions
multiply the coefficients

is 1
power positive
-expressions with x to different
powers cant be combined
-when multiplying expressions
multiply the coefficients
-answers in math can contain
variables
Page|
8
Student Work Analysis Protocol (continued)

E. Identifying Instructional Next Steps
After diagnosing what the student knows and still needs to learn, discuss as a team the learning
needs for the students in each level considering the following questions:
Based on the teams diagnosis of the students performance:
What patterns or trends are noted for the whole class?
I noticed that much of the class understood the new rule of exponents that any number to the
power of 0 is 1. About a fourth of the class understood that a negative exponent can be turned into
a positive exponent by putting the number or variable with the negative exponent on the opposite
side of the fraction and then changing the sign. Several common misconceptions included the
thinking that a coefficient in front of a variable with an exponent does not have the same exponent
and still not grasping that variables with the same base and different powers can be multiplied but
they cannot be added.
What instructional strategies will be beneficial for the whole class?
I think that going through some more visuals and examples would be helpful for the students. I
think that I also need to take a little more time to teach the content so that I could give more
examples so I could use the gradual release (I do, we do, you do). I also think it would be a great
idea to have the last slide of the PowerPoint be common misconceptions. As a future teacher, I
would be sure to plan and think of common errors before coming to class to teach.
Based on the teams diagnosis of student responses at the high, expected, and low levels, what
instructional strategies will students at each level benefit from?
HIGH
(Objectives met)
-PowerPoint with a couple of

examples and set of rules
-worksheets and notes in
class
-keeping up the same as Ive
been doing
-most likely visual and/or
verbal learners
EXPECTED
LOW
-gradual release (I do, we do,

you do)
-more examples in class
-could need hands-on
interaction with the lesson
Ex: coming up to the board
to do problems
-possibly kinesthetic learners
-gradual release (I do, we do,

you do)
-more examples
-specialized or extra notes
pages
-addressing common errors
that students tend to make
-possibly need more variety
(mixing up teaching
strategies)

Student Analysis

Uploaded by

Copyright:

Available Formats

Student Analysis

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Student Analysis

Uploaded by

Copyright:

Available Formats

Page|6

Student Work Analysis Protocol

No names are included in

- No names are included in

- No names are included in

Student Work Analysis Protocol (continued)

-most of the basic operations

-following directions in the

-any number to the power of 0

Student Work Analysis Protocol (continued)

What patterns or trends are noted for the whole class?

What instructional strategies will be beneficial for the whole class?

-PowerPoint with a couple of

-gradual release (I do, we do,

-gradual release (I do, we do,

You might also like