Student Work Analysis 4/24/22

Driving Questions Agenda

◉ How can student work analysis inform objective mastery?

◉ How can best teaching practices remedy unmet objectives? 1. Check In Question/Article Review
Student Work 2. Why analyze student work? Benefits
Teacher Leader Standards:
Analysis Domain 1: Fosters a Collaborative Culture to Support Educator Development and Student Learning
a) Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict,
3. Student Work Analysis Process Overview
and promote meaningful change. 4. Let’s put it to practice!
Domain 3: Promotes Professional Learning for Continuous Improvement
a) Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, 5. Share findings (small groups)
sustained over time, aligned with content standards, and linked to school/district improvement goals.
Domain 4: Facilitates Improvements in Instruction and Student Learning 6. Closing Activity
a) Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve
curriculum, instruction, assessment, school organization, and school culture.
b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data
and helps make connections to research-based effective practices.

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Alex Palmer and Marisol Marquez 1

Student Work Analysis
How often do you “My Nine Truths of Data
Analysis Article”
spend time analyzing
student work? 1x a Instructions: Briefly read the
Connect
week? 2x week?
text linked in the agenda, and
complete the Connect-
Extend-Challenge Thinking
Routine on a scrap piece of
paper.
Challenge
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Alex Palmer and Marisol Marquez
4/24/22
Turn and Talk!
Turn to the person next to you and share your
What connections can you make responses to the connect-extend-challenge
Thinking Routine. You will have 1 minute.
between your perception of work
analysis and the author’s?
Was there anything in the article that
Extend extended or expanded on your
thinking of work analysis?
Did any of the “nine truths” in the
article challenge your perception of
work analysis?
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Student Work Analysis 4/24/22

Student Work Analysis

Why analyze student work? Consider prompt/rubric
Process
Strengths and
◉ Consider strengths and learning Learning Needs
1. Determine the expectations for the assignment 1. What are the students expected to do?
needs in regards to required and what is proficient work. 2. What do you consider to be a proficient
knowledge and skills. Content and 2. Quick sort of students’ work by overall degree response on this assessment/assignment?
Skills
◉ Determine if students have the of objectives met, partially met, or not met.
appropriate content and skills to 3. Review few samples of work.
Scaffolding and Jot down bullet point responses at the top of your
approach new learning. Differentiation 4. Consider learning needs for the class overall.
large post it.
◉ Scaffolding/Differentiation.
◉ Most importantly: improved learning! Improved
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Student Work Analysis 4/24/22

Sample Work Analysis: Claim,

Quick Sort
Support, Question

Student Work Quick Sort Student Work Analysis- In Depth

1. Read student work and 1. Choose at least 3 student
without scoring, do a High (Objectives Expected Low (objectives work samples to review.
High (Objectives Expected Low (objectives
“quick sort” of students’
work by general degree
met) (objectives
partially met)
not met) 2. In a second chart, write
down the student’s name in
met) (objectives not met) Let’s share out!
partially met)
of the objectives met, the appropriate column (this In groups of 3, share out the findings of your quick sort
Student names Student names Student names Jesse’s work Claim and Claim and support
partially met, not met. is your claim) and what demonstrates he met the support and student work analysis. Identify any patterns or
2. Record student names in evidence from their work objective. similarities in the quick sorts/work analysis. Be
the following columns. supports your claim. ● The reader is able
to understand the prepared to share your findings with the whole group.
3. Create this chart below message of the
the expectations you writing.
● Unique vocabulary
jotted down. words are used to
communicate.
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Student Work Analysis 4/24/22

Student Work Analysis: Claim,

Closing Activity
Support, Questions

1. What instructional strategies will be beneficial for the Please complete the following thinking routine on a scrap piece of paper: I used to
whole class? think/Now I think. Use the following sentence starters:

2. What instructional strategies would students at each Let’s share out! ● I used to think student work analysis…
level benefit from? ● Now I think student work analysis…
In groups of 3, share out your questions and discuss
probable results if you were to implement the You will include your responses in the Google Form survey emailed to you.
strategies you brainstormed.
Formulate your responses as a question.
Ex. Would increasing the sentence requirement elevate
Jesse’s writing?
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