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    Data Analysis Project

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    api-353478397
    Students were expected to fill out a worksheet analyzing censorship in a reading passage by annotating the text, taking notes, and answering inquiry questions in groups. Most students (70%) met the objectives by thoughtfully annotating and discussing censorship themes, while 18% partially met objectives by relating their thinking to the text but not specifically. 12% did not meet objectives by choosing not to participate. For students who met objectives, further group work and reflection would benefit them. Those who partially met objectives need one-on-one monitoring. Students who did not meet objectives require a traditional lecture format with close monitoring to stay on task.

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    Data Analysis Project

    Uploaded by

    api-353478397
    35 views2 pages
    Students were expected to fill out a worksheet analyzing censorship in a reading passage by annotating the text, taking notes, and answering inquiry questions in groups. Most students (70%) met the objectives by thoughtfully annotating and discussing censorship themes, while 18% partially met objectives by relating their thinking to the text but not specifically. 12% did not meet objectives by choosing not to participate. For students who met objectives, further group work and reflection would benefit them. Those who partially met objectives need one-on-one monitoring. Students who did not meet objectives require a traditional lecture format with close monitoring to stay on task.

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    data analysis project

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    Students were expected to fill out a worksheet analyzing censorship in a reading passage by annotating the text, taking notes, and answering inquiry questions in groups. Most students (70%) met the objectives by thoughtfully annotating and discussing censorship themes, while 18% partially met objectives by relating their thinking to the text but not specifically. 12% did not meet objectives by choosing not to participate. For students who met objectives, further group work and reflection would benefit them. Those who partially met objectives need one-on-one monitoring. Students who did not meet objectives require a traditional lecture format with close monitoring to stay on task.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    35 views2 pages

    Data Analysis Project

    Uploaded by

    api-353478397
    Students were expected to fill out a worksheet analyzing censorship in a reading passage by annotating the text, taking notes, and answering inquiry questions in groups. Most students (70%) met the objectives by thoughtfully annotating and discussing censorship themes, while 18% partially met objectives by relating their thinking to the text but not specifically. 12% did not meet objectives by choosing not to participate. For students who met objectives, further group work and reflection would benefit them. Those who partially met objectives need one-on-one monitoring. Students who did not meet objectives require a traditional lecture format with close monitoring to stay on task.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Student Work Analysis Protocol

    Subject Area: English Grade Level: _Pre AP 10th

    A. Reaching Consensus about Proficiency


    Read the assessment task, performance, and/or rubric, and:
    1. Describe what the students were expected to do?
    Students should be able to fill out the worksheet for the class period. It will be used
    for the anticipatory set, procedure and closure. They will start with an annotation
    and inference worm up, then work in a group to create a mind map of their topic
    from the reading, and finally reflect on what censorship is.
    2. Which standards (CCSS or content standards) or curriculum expectations are
    being assessed? These should already be listed on your CEP Lesson Plan
    Template.
    Common Core Writing Standard 7: Research to Build and Present
    Knowledge- Conduct short as well as more sustained research projects to
    answer a question (including a self-generated question) or solve a
    problem; narrow or broaden the inquiry when appropriate.
    Content Area: Reading, Writing, and Communicating- Standard: 1. Oral Expression
    and Listening: 1. Content that is gathered carefully and organized well successfully
    influences an audience
    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?
    a. Students need to annotate the letter and discuss what they think is
    corrupt speech in the margins. It has to be specific enough to meet the
    target, but will look different for every student.
    b. There is a place for them to take additional notes on their annotations
    and answer some inquiry questions. Again this section will be
    individualized. But annotations need to match the notes, students need
    to either answer or ask inquiry questions. Their thinking needs to be
    thorough and they need to connect their thinking back to the themes
    of the short story.
    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) (Objectives partially (Objectives not met)
    met)
    ___70____% OF ___18____% OF ____12____% OF CLASS
    CLASS 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? I am seeing that students have done a lot
    of the thinking, but that they are having a tough time assigning their thinking
    to the text.

    HIGH EXPECTED LOW


    (Objectives met) (Objectives partially (Objectives not met)
    met)
    - Annotation and - None of the
    thinking about - Relating their objectives were
    censorship thinking to really completely
    - Working
    specific parts not met. There
    through the
    of the text. were just a couple
    text in a
    thoughtful way of students who
    chose not to
    participate.

    2. 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 (Objectives not met)
    met)
    - Group work - Traditional lecture
    - Reflection - Monitoring or group work with
    - Mini lesson student work little transition.
    format of
    during the They tend to get
    lecture with a
    mentor text.
    process. off task.

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