Student Work Analysis Protocol1

Subject Area: Social Studies – American Government Grade Level: 11-12

Formative or Performance Task: Written Analysis

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?

After an initial lesson and direct instruction concerning the Freedom of the Press in the United
States, students were assigned one of four Presidents and tasked with individually reading one of the
following provided web sources regarding that President’s relationship with the Press:

- Woodrow Wilson: Jon Kelly, “Woodrow Wilson’s Odd Early Press Conferences” 15 March 2013 BBC
- John F. Kennedy: John F. Kennedy, “The President and the Press” Speech April 27, 1961
- Richard Nixon: John Avlon, “How Nixon’s Hatred of the Press Led to his Downfall” September 5, 2017,
PBS
- Ronald Reagan: Stephen R. Weisman, “The President and the Press” October 9, 1984, New York
Times

During the reading students should have been considering the President’s actions and attitudes toward
the press, both explicit and implied. When students were finished reading, they were asked to write a one
paragraph response analysis of their President’s relationship with the Press and the significance of their
attitude concerning the Freedom of the Press. They were asked to consider the implications of the
President’s actions and attitudes, and what could happen if these attitudes shaped policy concerning the
Press in the United States.I would not consider a proficient response to be a simple summary or reaction
to the assigned material. A proficient response would be one that not only states the President’s attitudes
and actions toward the Press and analyzes their significance and deeper implications. The response
should demonstrate their knowledge and understanding of the significance and importance of the
Freedom of the Press, and the role that the Press plays in a Democracy. This assessment gives students
the opportunity to demonstrate their knowledge of a number key concepts and skills. Not only will they be
asked to apply and explain their knowledge of the Freedom of the Press, but they will also be asked to
critically think about its significance and what threats it may face. Further, they will be assessed on their
ability to read analytically and critically and write a concise response support by textual evidence.

Which standards (CCSS or content standards) or curriculum expectations are being assessed?
1.1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources,
critically analyze and interpret data, and develop interpretations defended by evidence

4.1: Research, formulate positions, and engage in appropriate civic participation to address local, state,
and national issues or policies

4.2: Purposes of and limitations on the foundations, structures, and functions of governme

1
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.)
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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 EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Estefania – Summarizes and Billy – Provided a summary of Robert – Simply wrote a few
analyzes specific aspects of Reagans ’s actions and attitudes sentences about Watergate, barely
Nixon’s relationship with the Press, toward the press with little related to the assigned reading
discusses significance and analysis. with no analysis.
implications Kendall – Provided a summary of Zoe – Wrote one vague statement
Meichele – Analyzes specific Nixon’s actions and attitudes about Reagan’s relationship with
aspects of Wilson’s relationship toward the press citing specific the Press.
with the Press, discusses events without analysis. Nick – Rewrote one example from
significance and implications. Jessa – Provides opinions on the reading, provided no
Devin – Analyzes specific aspects Nixon’s relationship with the Press explanation or analysis of Wilson’s
of Reagan’s relationship with the but does not analyze, explain, or relationship with the press.
Press over time, discusses summarize. Sam – Provided no summary,
implications Alistair – Summarizes Kennedy’s explanation, or analysis. Brief
Annika – Summarizes and relationship with the Press using summary of Watergate not taken
analyzes specific aspects of only one quote and relates him to from reading.
Nixon’s relationship with the Press, another President but does not
discusses significance and analyze.
implications and incorporates prior Cole – Simply summarized the
knowledge reading and noted key sentiments
Jack – Provides personal analysis Wilson held toward the Press.
and interpretation of aspects of Mac – States and summarizes
Reagan’s relationship with the Kennedy’s feelings towards the
Press, discusses significance and Press but does not analyze or
implications interpret.
Sophie – Provides personal Chandler – Simply summarized
analysis and interpretation of the Reagan’s relationship and
Kennedy’s relationship with the attitudes toward the press and
Press, discusses significance at noted some actions that Reagan
the time took.
Arthur – Analyzes specific aspects Katelyn – Simply summarized
of Reagan’s relationship with the Reagan’s actions and attitudes
Press with personal interpretation toward the press, little analysis
and, discusses significance and provided.
implications and provides Derek – Provides basic summary
opinions. of Wilson’s relationship with the
Adelin – Analyzes specific aspects press using some quotes and
of Wilson’s relationship with the examples from the text.
Press, digs deep into quotes, Spencer – Summarized what
discusses significance and Kennedy said in his speech but
implications or actions and quotes, provided no analysis of his
provides personal interpretation. relationship with the Press.
Kelsey – Provides strong personal Myla – Provided very brief
analysis and interpretation of the summary of a few points that
Kennedy’s attitudes and actions Kennedy made in his speech, does
toward the Press, use text to not analyze or inspect his
relationship with the press.
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strengthen argument and Riley – Briefly summarizes

interpretation Kennedy’s relationship with the
Carly – Analyzes specific aspects Press and provides some thoughts,
Nixon’s relationship with the Press, very little analysis.
discusses significance and Carly - Briefly summarizes
implications, analyzed historical Kennedy’s relationship with the
events Press and provides some thoughts,
Tyler – Identified and analyzed very little analysis.
both explicit and implied attitudes Niko – Summarized actions and
and actions of Wilson toward the attitudes that Reagan held toward
press, addressed significance and the Press, cited specific examples
implication; answered all aspects from the text, but provided no
of the question thoroughly analysis.
Josh – Analyzes specific aspects of
Wilson’s relationship with the
Press, discusses significance and
implications, provides through
summary and explanation
Adriana – Analyzes and
summarizes specific events and
aspects of Nixon’s relationship
with the Press, discusses
significance and implications.

____42___% OF CLASS ____45___% OF CLASS ____13____% OF CLASS

Student Work Analysis Protocol (continued)

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 EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
The students in this category were These students demonstrated an The students who fell into this
highly engaged in the content and ability to critically read for specific category demonstrated a lack of
the activity, which was evident in information within a source, as interest or will to work, for the
the reading and writing, and in the well as a great ability to summarize most part. The completed
quality and thoughtfulness of their a text, noting points related to the assignments demonstrated a
responses. Students in this topic we are discussing in class. knowledge of the events that
category demonstrated a They were able to review the text occurred at Watergate, and a
knowledge of the Freedom of the for information concerning the general understanding of Nixon’s
Press and its limitations. They are President and the Press, but they role, but not that of the Press. They
aware of the significance and did not demonstrate strong demonstrated their ability to read
importance of the Freedom of the analysis or application of the assigned article, but little
Press in a Democracy and can knowledge to their responses. more.
recognize the benefits of a free They could describe a Presidents
press, linking it with other attitude or action toward the Press,
fundamental rights. Students also and they could recall and
demonstrated their ability to summarize the history, but they did
recognize potential threats or not analyze the data they were
encroachments on the Freedom of receiving and think critically,
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the Press. Students were able to reading between the text for
interpret the provided sources, connections to prior knowledge or
critically analyzing them and broader concepts or implications.
drawing conclusions regarding a
President’s feelings towards the
Press and the implications of those
thoughts and/or actions. They
demonstrated a high proficiency in
critical reading and writing and
analysis of historical events,
perspectives, audiences, and
purposes.

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 EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Students in this category generally Students in this category largely The students who fell into this
demonstrated all pre-requite failed to analyze the text and category demonstrated a lack of
knowledge and expanded upon it. provide an analysis that goes interest or will to work, for the
There were few misconceptions or beyond summarizing what they’ve most part. They did not
wrong information throughout the read. Students did not demonstrate any ability to critically
responses. Some students did not demonstrate critical thinking in read the assigned source and
provide direct examples from the their responses, barely mentioning respond to the assignment
text,or did not fully respond to all or not even addressing the questions. There was some brief
points of the question. Some President’s attitude toward the summary of some of the text, but
students failed to provide Press and the significance or there was no analysis or reasoning
reasoning to support their analysis. implications that lie therein. They and the responses failed to
did not demonstrate a solid grasp address the Freedom of the Press.
and understanding on the Students did not access prior
significance or importance of the knowledge or apply course content
Freedom of the Press in a to their responses, nor did they
democracy, or its value and demonstrate an understanding of
benefits to the citizens. The the significance and importance of
students in this category failed to the Freedom of the Press in
demonstrate their ability to link America. No knowledge of the
prior knowledge and that which Freedom of the Press or
we’ve gained in class to a text in Presidential Press relations was
an analytical response. shown in responses. Students did
not consider the Presidents
actions or attitudes towards the
press in any critical or analytical
way, not mentioning significances
or implications of varying attitudes
towards the Press and the
potential results of such
sentiments.
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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 team’s diagnosis of the student’s performance:

▪ What patterns or trends are noted for the whole class?

The whole class seems engaged with the content and with the assigned readings, for the
most part. Every student completed their reading in the allotted time, and there was minimal
conversation, distraction, or idle thought. However, students tended to fall off task while
completing their written responses. Students thoughts were not clear or critical, as many of the
summary-responses indicate, and students were not analyzing the text for the right themes or
information. The responses tended to show a lack of reading between the text and examination
from multiple perspectives and angles. Their summary skills are excellent, noting the key points
and themes related to the Freedom of the Press, but the application of their knowledge and
analytical thinking is not present in many responses. Students tend to simply summarize a text
without responding to the larger questions posed at the outset.

▪ What instructional strategies will be beneficial for the whole class?

I think that the entire class benefit from peer assisted learning through a jigsaw of sorts
after this activity, or similar subsequent activities, are completed. Students have, for the most
part, demonstrated a good deal of knowledge concerning their assigned President and their
ability to read critically for certain points within a source, so it could be very beneficial have
students pair up or get together in small groups to teach each other about their President’s
press relations. In doing so, the students may come to analyzing the different relationships
that different Presidents had with the Press and windup discussing the implications and
meanings of those relationships, getting to the point of the significance of the Freedom of the
Press. This could potentially give way to larger discussions or even Socratic Seminars in the
future, if the class is more inclined to analyze texts and history orally and through a structured
conversation. The entire class could also benefit from more cold-calls and checks for
understanding on my part. The more I check in with my students for their knowledge and
understanding of the content and information being taught or examined, the better I will be
able to inform, differentiate, and alter my instruction to ensure that the highest number of
students are learning and understanding. Moreover, the more I check for understanding with
students regarding instructions, assignments, and the task at hand will only help clarify my
expectations for students and result in a higher yield of outstanding responses and greater
student success.
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▪ Based on the team’s diagnosis of student responses at the high, expected, and low levels,
what instructional strategies will students at each level benefit from?

HIGH EXPECTED LOW

(Objectives met) (Objectives partially met) (Objectives not met)
1) The Headlines routine could 2) The 4Cs strategy could prove 3) A Jigsaw and Chalk Talk
serve as a form of extension very beneficial to these activity could prove beneficial
and a challenge for students students, having them read to this group of students,
in this category. Students and critically analyze the text having them move around a
could be asked to write a looking for Connections, bit more and interact with one
headline summarizing and Challenges, Concepts, and another (although they must
encapsulating the key aspects Changes that they note. This be monitored to keep them on
of their President’s strategy asks students re- task). Through teaching and
relationship with the Press. As examine a text, reading explaining their assigned
further extension, students between the lines and readings to one another, they
could be asked to write a drawing personal connections may come up with thoughts or
hypothetical headline and conclusions from the insights they hadn’t before.
regarding their assigned piece. Having students read The Chalk Talk activity gives
President taking over the with the 4Cs in mind could the students the opportunity
Press. This would ask enrich their takeaways and to write down thoughts and
students to think about the give them the tools they need ideas and share them with
Freedom of the Press further to compose an analytical their peers, further activating
and creatively and consider response and answer their thinking, synthesizing
what the Press itself might questions that aren’t explicitly their knowledge, and
say about certain Presidential stated in the text. By giving organizing their thoughts
attitudes or actions. students a strategy for before they write their
guided reading, I can help responses.
organize and focus their
thoughts on the material and
relate it to what we have
covered in class.