Analysis of Student Work

Step 1: Consider the Assessment

- Background Information

Description of Objective you wanted to Performance criteria

Assignment/Task (What assess or what you hoped (what were your specific
were the students asked to find out about student expectations for the
to do?) learning from this task?)
assignment.

Step 2: Divide the work into three or four groups (below expectation,
approaching expectations, at expectation, and exceeding expectation).
What this actually means will really vary based on your kind of student work you
collected.

Below Approaching Meeting Exceeding

# _____________ # _____________ # _____________ # _____________

%______________ %______________ %______________ %______________

Names/Codes: Names/Codes: Names/Codes: Names/Codes:

Step 3: Select one student sample that is most representative of each
category. Write the name or code of the student in the box. Complete the
analysis of each sample.

What CAN students do well?

Below Approaching Meeting Exceeding

- List what you notice-- what stands out about this students work.
- How does the students work match the criteria?
- Specifically what CAN this student do based upon the criteria?
- What characteristics are most representative of students performing at
this level?

What are students on the verge of but not yet doing?

Below Approaching Meeting Exceeding

- What do you notice about this students learning needs?

- What are the crucial knowledge or skills instruction should address?
- What processes was the student moving toward but not performing?
 - Were there unstated expectations about prior knowledge or skills that
students did not draw on?
- Are there any other factors to consider as we begin to explore
instructional strategies?
- What experiences does the student need to further learning?
- What have you noticed works best with these students?

What are the NEXT STEPS for each group of students? (List two specific,
differentiated steps you could take as the teacher in your instruction.)

Below Approaching Meeting Exceeding

- GENERATE STRATEGIES
- What strategies might best support this student?
- What other groups of students might be supported by
these same strategies?
- What accommodations and modifications might be
necessary?
- Have we considered changes to both the instruction that
precedes this assessment and the instruction that follows it?
- IDENTIFY NEXT STEPS
- What structures will we need to put in place?
- How might we scaffold procedures and learning for the
students?
- What additional information or review might our students
need?
- How can we prioritize the next steps?
- IMPLICATIONS
- What do we expect to see as a result of changes in
instruction?
- What challenges do we anticipate and how might we
address them?
- Do these changes impact our long term goals?

EXTRA:
 - What can we learn about our students needs from these samples?
- What specific changes can be made to upcoming lessons based on this
analysis of student work?