Data Analysis Template: Charles Bennett

Desired Results Content Standards (Subject and ELD) Curriculum Goals & Objectives
Subject Standards ELD Language Standards Goals Learning Objectives
11.4 Students trace the rise of the ELD.PartI.11.2.Em. Collaborate Consider the geopolitical Students will complete a map
United States to its role as a world with peers to engage in short, situation in both the United identifying continents, oceans
power in the twentieth century. grade-appropriate written
2. Describe the Spanish- States and the world in the major countries, major cities,
exchanges and writing projects, 1890s and other geographic regions
American War and U.S.
using technology as appropriate.
expansion in the South Pacific. relevant to the geopolitical
3. Discuss America’s role in the ELD.PartI.11.2.Ex. Collaborate
with peers to engage in
situation in the late 19th and
Panama Revolution and the
building of the Panama Canal. increasingly complex grade- early 20th century
9-12 CST 3. Students use a variety of appropriate written exchanges
maps and documents to interpret and writing projects, using
human movement, including major technology as appropriate.
patterns of domestic and ELD.PartI.11.2.Br. Collaborate
international migration, changing
with peers to engage in a variety
environmental preferences and
of extended written exchanges
settlement patterns, the frictions
that develop between population and complex grade-appropriate
groups, and the diffusion of ideas, writing projects, using
technological innovations, and technology as appropriate.
goods.
Acceptable Evidence Performance Tasks (summative) Assessment (formative - formal and informal)
N/A Students identify at least 80% of requested features on a map
worksheet, with moderate support.
Students who met or exceeded the established proficiency score:
Exceeds proficiency (4) Meets proficiency (3)
Were able to place all or almost all of the requested geographic features on Were able to place most of the geographic features on the map. You could
the map. This assignment was based on how many geographic features were achieve this while omitting some geographic features.
identified. Students who identified all geographic features with some
proximity (i.e. getting Manchuria somewhere in East Asia and Guam
somewhere in the Pacific) received full credit. Students who did NOT receive
full credit failed to identify some features. For example, if a student failed to
label any cities, they would lose 2 points. Assignment was out of 10 points.
Students who did not meet the established proficiency score:
Almost proficient (2) Beginning proficiency (1)
Were able to place a preponderance of geographic features. More Student has failed to identify a significant proportion of the geographic
geographic features are missing than in the “3” or “4” ratings. features, or has failed to turn in anything at all.

Proficient (3, 4) Non-proficient (1, 2)

Number Percentage Number Percentage
27 80% or above 11 70% or below
Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
24 100% 1 80% 2 70% 3 60%
2 90% 1 50%
5 DNC
Results Analysis
Strengths (from proficient and above) Weaknesses (from below proficient)
Students were able to combine prior knowledge, instructor modeling and Students left portions of the assignment blank. Some students seemed to
research to complete the exercise. All students seemed to be able to easily have mixed up some places, for example, one student mixed up Australia and
identify the continents and the location of the United States. All of the Alaska, another mixed up Alaska and Greenland. Five students failed to turn
proficient students were able to identify Mexico, Russia and the major in anything at all.
oceans.
Concepts and Skills Understood (as demonstrated in assessment(s)) Concepts and Skills NOT Understood (as demonstrated in assessment(s))
Students were mostly able to identity the landmarks that were modeled by Students had trouble identifying geographic features without significant
the instructor. Most students could use a map or a Chromebook to find the scaffolding. Students lacked either the research skills and/or the motivation
important cities, as well as islands such as Guam and Puerto Rico. Students to use the resources. Even though the instructor modeled finding the most
were easily able to indentify the location of the U.S., Mexico, Alaska and difficult geographic features, some students still failed to identify them.
Russia