Student Work Analysis Protocol3

Subject Area: __English Language Arts____ Grade Level: _____09______

Formative or Performance Task: Students will create a personal narrative in graphic form

A. Reaching Consensus about Proficiency

Read the assessment prompt and/or rubric and explain:
o   What are the students expected to do?

Students are expected to create a 6-panel personal narrative in graphic form. They
are expected to utilize both language and visuals to depict a short narrative
drawing from their own life experience.

o   Which standards (CCSS or content standards) or curriculum expectations

are being assessed?

The content standards being assessed are withing standard 03: Writing and
Communicating. These include “Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters” and “Use a range of stylistic devices (for example:
poetic techniques, figurative language, imagery, graphic elements) to support the
presentation of implicit or explicit themes or to engage and entertain the intended
audience”.

o   What do you consider to be a proficient response on this assessment?

Exactly what do students need to say or write for you to consider their work
proficient?

I consider a proficient response to this assessment to be a student’s willingness to

write a narrative about themselves. They will have a written portion as well as a
graphic portion of their story. The story does not need to be well developed as
they are just seeding for future writing practices. We are basically looking for if
the students were able to tell a story from their own personal experiences in
chronological order.

o   Did the assessment give students a good opportunity to demonstrate what

they know?

Yes, the students just had to be able to write a personal narrative in the most basic
sense so we could analyze how much they knew about writing personal narrative.
 Student Work Analysis Protocol (continued)
B. Diagnosing Student Strengths and Needs
After reaching consensus, 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 to monitor progress over time.

HIGH (Objectives met) EXPECTED (Objectives LOW (Objectives not met)

partially met)
Keenan Hannah
Miles
Landry
Coen
Shelby
Ashley
Gracie

Alondra

Ben

Trey

____60___% of class ___30____ % of class _____10___% of class

Some student work did not have names on them. I did not include their names in the list of
students in each level. There were also a handful of students who did not participate in the
activity. I do not have their names. I just went off of the students who turned work in.
 Student Work Analysis Protocol (continued)
C. Choose a few samples to review from each level (low, expected, high) and discuss and
identify the prerequisite knowledge that students demonstrated that they knew.

HIGH (Objectives met) EXPECTED (Objectives LOW (Objectives not met)

partially met)
Students created a cohesive Students did not use any
narrative that went together Students provide images words or images but turned
well. and words to tell a story, in a blank assessment.
but the story is not a
Students included both
writing and images to tell Students might have either
their story. images or words, but they
did not include both.
Students write full
sentences to explain what Students do not write in
they are doing in their complete sentences but are
narrative. still using words to tell a
story.
It is clear what is
happening in their
narrative and how this
event impacted them.

D. Using the reviewed samples from each level, discuss and identify the misconceptions,
wrong information, and what students did not demonstrate that was expected.

HIGH (Objectives met) EXPECTED (Objectives LOW (Objectives not met)

partially met)
Students need help
transferring the knowledge Students need help
from images and text into a providing more description
memoir written narrative of a singular event.
Students need help writing
narratives in complete
sentences
Students need help
Students may need help
getting started on how to
write a personal narrative.
They may not know where
to start or where to go with
their narrative. They may
need extra explaining and
reassurance when it comes
to writing a narrative.
 structuring a storyline.

Students may need to fix

spelling and grammar
mistakes

Student Work Analysis Protocol (continued)

E. Identifying Instructional Next Steps
After diagnosing what the student knows and still needs to learn, discuss as a team the
learning needs for the students in each level considering the following questions:

Based on the team’s diagnosis of the student’s performance:

 What patterns or trends are noted for the whole class?

The patterns and trends that can be noted for the entire class is that they may need help zoning in
on a particular personal event to discuss in a personal narrative. They may also need help moving
from quick writing into long writing. Students may need help discussing what a complete
sentence is as well as grammar and writing moves.

 What instructional strategies will be beneficial for the whole class?

Instructional strategies for the entire class might be modeling of a personal narrative in memoir
form. Students may also need an example read in class from either the teachers own writing
sample or a memoir piece from someone else. All students would benefit from grammar
instruction as well as

 Based on the team’s diagnosis of student responses at the high, expected, and low levels, what
instructional strategies will students at each level benefit from?

HIGH (Objectives met) EXPECTED (Objectives LOW (Objectives not met)

partially met)
1. Students will 1. Students need a
benefit from a 1. Students would new strategy to start
lengthier memoir benefit from thinking about
example read aloud grammar personal narrative.
in class. instruction, This activity
2. Students would
benefit from a few particularly stumped them, so
more seeding instruction on how they might need to
strategies for to write complete start with a list of
writing. They may and full sentences. moments in their
need to process 2. Students might lives before moving
some more prompts need further on to writing and
and ideas before instruction on what choosing a
choosing an event a personal narrative particular prompt.
in their lives to means and includes. 2. Students may need
write about. They will also need extra help with
3. Students would reminding during paragraph structure.
benefit from a this instruction that They might benefit
writing workshop there might need to from a writing
where they are able be more detail than outline.
to discuss their expected when 3. Students will need a
writing with peers writing about place. personal meeting
and their educator. 3. Students may need with their teacher to
help with the understand the
structure of a expectations of
personal narrative what it means to
as well as the order write personal
of events within narrative and might
their narrative. need extra
reassurance when
starting their final
assessment.