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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. What are my students strengths with regard to the required knowledge and skills?
2. What are my students learning needs with regard to the required knowledge and skills?
3. Do students have sufficient foundational content and process skills to approach new learning?
4. 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
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: AP Language and Composition Grade Level: Junior/11th

Teacher Evaluator: Holly Maxwell

A. Reaching Consensus about Proficiency

Read the assessment task, performance, and/or rubric, and:
1. Describe what the students were expected to do?

Students were expected to consider how Chopin uses symbolism in The Awakening as a
commentary on gender roles during the late 19th century. In doing so, students answered the
following questions:
What symbol do you believe best represents Edna's oppression in the novel thus far? Describe
how that symbol reveals oppression in the novel.
What symbol do you believe best shows Chopin's commentary on gender roles? Describe how
that symbol is reflective of gender roles.
Where do you see Naturalism in the text?
In addition to answering these questions, students needed to include at least one example from
the text in their responses.
I also analyzed the progress of students by having them engage in collaborative discussion and
seeing how their responses developed from the initial discussion to their formative assessment.

2. Which standards (CCSS or content standards) or curriculum expectations are being assessed?
These should already be listed on your CEP Lesson Plan Template.

1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

2.1.a. i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain. (CCSS: RL.11-12.1)

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?

Proficient responses (graded from one to four, three being proficient) use different examples of
symbolism in each response to explain why they chose that symbol as a representation for the
subject of the question. This is different from developing responses, which explain the chosen
symbol but do not analyze why that symbol is effective. Proficient responses also use at least
one clear example of the symbol from the text (a scene, quotation, paraphrase, etc.) and have a
parenthetical citation of that example. In contrast to proficient responses, advanced responses
touch on symbols that were not directly talked about in class and expand upon the why of
their response, including multiple meaning of a symbol.
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.


(Objectives met) (Objectives partially met) (Objectives not met)
58.3% OF CLASS
33.3% OF CLASS
14 Students
8 Students 8.3% OF CLASS
JJ, Alex, Jake, Alia, Calvin,
Cameron, Maddy, Alisha, 2 Students
Tessa, Lizzie, Kayla, Allie,
Emma, Ethan, Sarah E., Emery, Chayla
Sydney, Lydia, Turner,
Julian, Sarah H.
Breken, Seth

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?


(Objectives met) (Objectives partially met) (Objectives not met)
Based on the responses I Students that partially Students that did not meet the
received, the students met the objectives were objectives for this assessment
that participated more in actively listening to the did not attempt to participate
the class discussion, class discussion but did in class discussion and seemed
exceeded expectations not attempt or rarely preoccupied throughout the
for this assessment. attempted to contribute class period. Their
These students also used their own thoughts to the disengagement from the
quotations and page discussion. Discussion lesson is likely the cause of
numbers during the class contributions were good their low performance.
discussion and are but did not look beyond
knowledgeable about the the immediate application
author, time period, and of our classroom.
related works.

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:
(Objectives met) (Objectives partially met) (Objectives not met)
Strategies: The higher Strategies: Similarly to the Strategies: These students
performing students could high performing students, would benefit from partner
benefit from further these students need work while reading the text. If
questioning about the further questioning in I notice that specific students
novel and relating this
order to continue learning are not participating in the
section of the novel to the
about the topics we have class discussion, I could give
previous section of the
novel. If I were to teach this
discussed in class. I would everyone a couple of minutes
lesson again, I would ask also ask these students to to look through the novel with
that these students provide look for how they can a partner in order to answer
examples from the book relate this section of the discussion questions. This
and ask where they see novel to the previous would allow lower performing
specific symbols repeating sections. Drawing students to consider other
throughout the book. I connections is crucial students opinions as they
could ask them to do this when studying literature. engage in the text. I may also
while they participate in ask these students to annotate
class to have them think 3 Areas for improvement:
their novels with sticky notes
harder while also 1. Citations Many of as they read. I could make this
encouraging other students the lower
to consider my questions
a requirement so that
performing students students are more likely to be
did not use citations
prepared for discussion.
3 Areas for improvement: to support their
claims. Students 3 Areas for improvement:
1. Bringing in outside should use citations
content: the 1. Citations None of the
in any work in which
students in this students in the section
they are making a
section already spoke during class or
understand the included citations in their
2. Content Most
text very well. It written responses. These
students lacked
would be beneficial students should annotate
original content in
for these students their texts while they
their answers. Their
to look into texts read in order to
answers were
outside of the contribute to
simply a repetition
classroom that they conversation.
of class discussion.
can make 2. Content These students
Students who were
connections with repeated responses they
advanced had
while discussing heard their peers say in
original ideas.
this text. class rather than giving
3. Understanding
2. Discussion: their own ideas. Class
Some students had
Students should participation would allow
a very general
focus more on them to think of their
understanding of
responding to gender roles in the own ideas.
others thoughts novel. In order to 3. Understanding Some
and ideas rather fully engage with students had a very
than only giving this text, students general understanding of
their own thoughts. need more gender roles in the novel.
3. Questioning: background In order to fully engage
Rather than saying knowledge on with this text, students
what things happen gender roles during need more background
in the novel, these the time period. knowledge on gender
students need to roles during the time
focus on asking period.
what purpose
these events have
in the novel in
order to develop a