Data Analysis Template: Ali Saad

Desired Results Content Standards (Subject and ELD) Curriculum Goals & Objectives
Subject Standards ELD Language Standards Goals Learning Objectives
HS-PS1.2 Construct and revise ELD.P1.9-10.A.1.Ex – Students will use their prior Students will complete a Lewis
an explanation for the Contribute to class, group, knowledge on Lewis dot structure practice problem
outcome of a simple chemical and partner discussions, structures to understand worksheet that will be great
reaction based on the sustaining conversation on a covalent bonding. Students practice for the upcoming
outermost electron states of variety of age and grade- will draw out Lewis dot test.
atoms, trends in the periodic appropriate academic topics structures for chemical
table, and knowledge of the by following turn-taking rules, molecules that have covalent
patterns of chemical asking and answering bonds.
properties. relevant, on-topic questions,
affirming others, providing
PS2.B: Types of Interactions- additional, relevant
Attraction and repulsion information, and paraphrasing
between electric charges at key ideas.
the atomic scale explain the
structure, properties, and ELD.P1.9-10.C.10.Ex – Write
transformations of matter, as longer literary and
well as the contact forces information texts
between material objects. collaboratively and
independently by using
appropriate text organization
and growing understanding of
register.
Acceptable Evidence Performance Tasks (summative) Assessment (formative - formal and informal)
Today is a formative assessment (progress monitering) to see
the number of students who can complete the given worksheet
completely and correctly.
Students who met or exceeded the established proficiency score:
Exceeds proficiency (4) Meets proficiency (3)
Students who receive a “4” are those who complete the entire assignment Students who have missed multiple questions, or have received multiple
with very little to no errors. This included drawing out all the Lewis structures, errors but still attempted the problems will receive a score of a “3”. These
including resonsance, writing the number of electrons, the geometries and students include those that have completed most of it, but are missing certain
bond angles. Most of the fill in the blank should be correct. aspects, such as missing resonance on the Lewis structures or missing several
free response questions.
Students who did not meet the established proficiency score:
Almost proficient (2) Beginning proficiency (1)
Students who didn’t complete most of it or most of it is completely wrong will Students who receive “1” will be those that either didn’t turn it in, didn’t do
receive a “2”. These students are getting the Lewis structures wrong, not the work, or missed nearly every single question on the practice assessment
writing down the number of electrons, incorrectly naming the structures or worksheet. These students didn’t draw the structures or simply didn’t even fill
formulas to compounds, etc… in most of the worksheet.
Proficient (3, 4) Non-proficient (1, 2)
Number Percentage Number Percentage
38 95% 2 5%

Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
24 60% 14 2 5% 0 0%

Results Analysis
Strengths (from proficient and above)
Students understood electron movement and how to properly draw a Lewis
structure for covalent compounds. Many of them included all the proper
resonance structures for the compounds that contained them, and showed
their work by stating the number of electrons in each compound.
Concepts and Skills Understood (as demonstrated in assessment(s))
- Students understood Lewis structures
- Electron movement
- Naming of compounds
- Giving the formula of a compound if given the name
- Hydrocarbon naming
- Explaining the difference between ionic and covalent bonding.
Weaknesses (from below proficient)
Students didn’t draw the correct structures, didn’t add up the electrons
correctly, didn’t understand naming of compounds
Concepts and Skills NOT Understood (as demonstrated in assessment(s))
- Using critical thinking to state whether one compound is similar to another
by understanding the difference between covalent and ionic bonding
- Resonance structures whenever a compound has a double bond and a single
bond that can be interchanged.