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Data Analysis Project:

Background as to Why We Analyze Student Work?


Engaging in a collaborative process of looking at student work allows a group of educators to analyze the learning
experiences they have designed for their students and determine their effectiveness. When teachers collaboratively analyze
student work they can build understanding and agreement about the consistent use and interpretation of a rubric with the
goal of improving student learning. This process encourages teachers to consider:
1.
2.
3.
4.

What are my students strengths with regard to the required knowledge and skills?
What are my students learning needs with regard to the required knowledge and skills?
Do students have sufficient foundational content and process skills to approach new learning?
How can I support student learning through scaffolding and differentiation?

The most important benefit of analyzing student work is improved student learning. According to Langer, Colton, and Goff
(2003), the most important benefit of collaboratively analyzing student learning is that at-risk students learn more. In
addition, through a student work analysis, students and teachers have increased clarity about intended outcomes.
Other benefits for teachers and educational organizations that have been identified include:
Increased professional knowledge about curriculum, students, methods, strategies, assessments, and contextual
factors.
Greater understanding of alignment among standards, curriculum, instruction and assessments and how to
fill gaps for students, as well as how to assess based on instructional expectations.
Positive opportunities to collaboratively share expertise and move away from isolated teaching.
Higher consistency of curriculum alignment within and across grade levels are established.
School improvement goals and resource allocation are driven by classroom data.
Professional development planning is targeted to teachers needs based on student evidence.
A collaborative culture of inquiry about student success is developed.

Course Standards:
This assignment aligns with the following Teacher Candidate Quality Standards:
Standard 1:
Demonstrates mastery of and pedagogical expertise in content
Standard 3:
Plans and delivers effective instruction and creates an environment that facilitates learning
for students
Standard 4:
Reflect on professional practice

Your Task:

After you have planned your lesson, you should assess your students on the Learning Target and Success Criteria. You
should have planned and identified WHAT strategy, task, or performance you will have students do to demonstrate their
understanding of the Learning Target and Success Criteria. The next step is to teach the lesson and collect student work.
After you have collected the student work, you will work through the below Data Analysis Protocol.

Student Work Analysis Protocol


Subject Area: __Language Arts_ Grade Level: __10th
Teacher Evaluator: ___Amanda Nickless______
A. Reaching Consensus about Proficiency
Read the assessment task, performance, and/or rubric, and:
1. Describe what the students were expected to do?
For their assessment, the students were supposed to create an advertisement that demonstrated their knowledge of, and
ability to use, pathos as a tool to persuade.
The students were given these criteria:
1) The advertisement needed at least one photo or graphic
2) The advertisement needed to identify the product it was advertising
3) The advertisement needed a slogan
4) The advertisement needed to effectively utilize pathos (an emotional appeal)
2. Which standards (CCSS or content standards) or curriculum expectations are being assessed? These should already
be listed on your CEP Lesson Plan Template.
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that
point of view or purpose.

3. Describe what you would consider to be a proficient response on this assessment? Exactly what would students need
to say, write, or perform for you to consider their work proficient?
In order for me to consider the work of the students proficient, they need to meet all of the previously explained
criteria successfully. The emotion should be present in the advertisement without explanation.

B. Diagnosing Student Strengths and Needs

Next, 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
(Objectives met) Expand Table as
needed
Levi and Delbert (Germ-X)
Sierra (Spotify)
Izack (Barnes and Noble)
Chad (Memes)
Daniel and Brenden (Santa-Tizer)
Steffy and Mikey (Under Armor)
Ashton (Canon)
Will (Hand Sanitizer)
Julie (Starbucks)
Saige (Cyanide)
(13)
__61_____% OF CLASS

EXPECTED
(Objectives partially met)

LOW
(Objectives not met)

Aline and Angelica (Sephora)


Jesse (Barnes and Noble)
Luna (Nike)
Marcus (Strange Music)
Ben (Mountain Dew)

Brianna and Leslie (Nike)

(6)
__28__% OF CLASS

(2)
___11___% OF CLASS

C. Identifying Instructional Next Steps


Discuss the learning needs for the students in each level considering the following questions:
1. What patterns or trends are noted?

HIGH
(Objectives met)
The students in the high column,

EXPECTED
(Objectives partially met)
The students in the middle column

LOW
(Objectives not met)
The students in this column did

made sure to include all of the


required criteria in their posters. The
reason they scored high, however, is
because these students successfully
incorporated pathos into their
advertisement in a meaningful way.
In order to challenge these students, I
could teach them:
How to analyze credibility with
pathos
How to incorporate several different
persuasive techniques into an
advertisement (logos and ethos)

included all of the required


criteria, but did not successfully
display an understanding of
pathos. Many of these
advertisements did not elicit any
explicit emotional response.
In order to assist these students, I
would need to reteach pathos.
This is the primary skill that I
wanted the students to master for
this lesson. The students in this
column were successful in every
other aspect.

How pathos is utilized in written


work versus visuals

incorporate the required criteria,


however, utilized Nikes slogan
and logo instead of using
creativity to come up with their
own, like the other students did.
These students also did not
include any pathos within their
advertisement that I can see (no
background, no emotional slogan
or logo).
These students also need to be
retaught pathos. They also should
be encouraged to utilize
creativity and should be taught
more about persuasion,
especially persuasion in
advertising.

2. Based on the diagnosis of student responses at the high, expected, and low levels, what instructional strategies will
students at each level benefit from? List those instructional strategies in the table below:

HIGH
(Objectives met)
Students need to be challenged.
Students could create another
advertisement with more than one
method of persuasion
Students could write the verbal
component of their advertisement as

EXPECTED
(Objectives partially met)

LOW
(Objectives not met)

Students need to be pushed.

Students need to be guided:

I would:

I would:

Teach another mini-lesson on


pathos, focusing on more
advertisements as mentor texts

Model an example for them,


emphasizing creating my own
slogan and starting with which
emotion I wanted to convey

if it was appearing on TV or the radio


and incorporate pathos into writing
Students could examine logical
fallacies within their own and other
advertising

Model creating an advertisement


with the students, putting
emphasis on the emotional
component
Have students rank visual
advertisements in order of how
strongly they make them feel and
what emotion it is that they feel
Have students grade themselves:
ask them what emotion they
conveyed and how they did it

Do a mini lesson on selecting a


graphic-- what type of visuals are
successful in making us feel a
certain way and why
Hand these students a checklist
for them to check off of the
criteria as they work on the
advertisement