Student Work Analysis ---- Formative Assessment Tool



Student Work Analysis ---- Formative Assessment Tool

Subject Area: ELA Grade Level: 3

Performance Task: #1 – Opinion on Studying Sharks

Aligned to Standards CCSS Writing Standard #1 and … (see replacement unit)

1. Using district/classroom assessment or rubric, describe expectations for performance:

(See rubric and replacement unit for expectations)

________________________________________________________________________

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2. “Sort” students’ work by degree of objectives met (list student names in each category so you can track their progress with each assessment administered)

|Objectives not met |Objectives partially met |Objectives fully met |Objectives fully met and exceeded|

|Andrew |Olivia |Broad reasons with supporting details |Stronger – have counter claim |

| | |Imply/have counter but lack connection|with explicit connection WHY – |

| | |to reasons to study |e.g., you could not get close |

| | |Donovan |Emily |

|__% of class |__% of class |Lana |+Matt |

| | |Nolan |Peter |

| | |Christina |Mackenzie |

| | |David – voice! |Colin |

| | |Cathie |Robert |

| | |Madison |Victoria |

| | |Jada |+Emma |

| | |Anthony | |

| | |Gage |__ % of class |

| | |Dakota – no counter | |

| | | | |

| | |_% of class | |

3. Choose sample from each group/category and describe “typical” performance, or specific performance of selected students

|Objectives not met |Objectives partially met |Objectives fully met |Objectives fully met and |

| | | |exceeded |

|- is somewhat choppy as the |-More of a summary of facts without |-Related ideas are grouped together|-Related ideas are grouped |

|writing jumps from one fact to |general reasons |& connected to focus/ |together & connected to focus/ |

|another with little or no | | | |

|transitions |-Some use of transitions |-general /broad ideas that are |-general /broad ideas that are |

| | |supported by facts |supported by facts |

|-Basic use of vocabulary |-little use of elaboration |- use of transitions |- use of transitions |

|- basic sentence structure |-Simple sentence structure |-Have counter argument –lack |-Have counter argument |

| |throughout. |connections to WHY facts make it |–connections to WHY facts make |

|-Visual not labeled to provide |-Basic use of vocabulary. |the one to study OR what they want |it the one to study OR what |

|information or support ideas |-Visual labeled to provide |to learn |they want to learn |

| |information |-Visual labeled to support ideas | |

4. Describe learning needs of identified students (or students in each targeted group)

|Objectives not met |Objectives partially met |Objectives fully met |Objectives fully met and |

| | | |exceeded |

|Grouping ideas |- add specific reasons that are |-add Compelling intro or “hook” |-Compelling intro or “hook” |

| |supported by facts |and conclusion. |and conclusion. |

|Transitions |-Variety of sentence structure. | | |

| | |-Variety of sentence structure. | |

|Basic conventions – capitals at start of | | |Elaboration!! |

|sentences |-add WHY these facts support what I|-Elaboration of details and facts| |

| |could learn |to support focus |-add a clear WHY these facts |

|-Visual labeled to provide information | | |support or expand -what I |

| |-Visual labeled to support ideas |-add a clear WHY these facts |could learn |

| | |support or expand -what I could | |

| | |learn | |

| | |-Visual labeled to support |-Visual labeled to support |

| | |SPECIFIC ideas |SPECIFIC ideas |

5. Identify differentiated strategies to move ALL groups of students forward. Note any patterns or trends.

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