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)
________________________________________________________________________
________________________________________________________________________
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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