Presentation on theme: "Analyzing Student Work"— Presentation transcript:
1Analyzing Student Work Robert V. Jervis Consultant for the Council of Chief Staff School Officers Comprehensive Social Studies Assessment Project
2Analyzing Student Work: A Research-Based Model A Strategy for improving student achievement adapted from the Standards in Practice Model available from ASCD
3Analyzing Student Work Why is analyzing student work the logical next step in curriculum alignment and module development?A Focus on TeachingorA Focus on Learning
4The Learning Blueprint: FOCUSING ON INSTRUCTIONAL PRIORITIES TARGETINGASSESSINGTEACHINGFEEDBACKTeacherStudent
5The Learning Blueprint: FOCUSING ON INSTRUCTIONAL PRIORITIES TARGETINGASSESSINGFEEDBACK TO TEACHERSTEACHINGFEEDBACK TO TEACHERS AND STUDENTS
6What can an analysis of student work tell us? Principles that guide effective instructionAre teachers teaching to the standards?Is there alignment of standards (curriculum), instruction, and assessment?Are teacher tasks and activities elevating student thinking to the level of the standards?Does assessment provide feedback to students of progress toward understanding?Is there rigorous instruction in the classroom?
7High Expectations of All Students Continuous collaborative feedback to the teaching-learning process enables students to rise to the level of the standard.
8Rigorous AssignmentsStudents can do no better than the assignments they are given.
9A Focus on Learning What is it we want all students to learn? How will we know if they have learned it?How will we respond when they don’t?Rick DuFour
10Analyzing Student Work What does a training model for analyzing student work look like?
11Analyzing Student Work Summative AssessmentsRigor of AssignmentsAlignment to StandardsQuality of Student WorkTeacher and Student Feedback
12Other Benefits of Focusing on Analyzing Student Work Functioning as a Team MemberPlanning and Assessing CollaborativelyDiscussion of Higher Order Thinking SkillsSharing in the Teaching-Learning ProcessJustification for including Team Planning as Priority During the School Day
14Phase I: Analyzing the Task The team meets to review the task focusing on the rigor of the task and the context for demonstrating understandingThe team discusses the standards identified for the task and discusses how well this task demonstrates an understanding of these standardsThe team reviews the scoring guide for the task to ensure that the criteria provides:Clear and accurate directions for the studentSpecific criteria for developing the product or performanceOpportunities for students to demonstrate understanding
15PRESENTING THE TASK: The Teacher Cover Sheet Context for the TaskConnection to Standards“The Task”The Scoring Tool
16Phase II: Analyzing Student Work The teacher provides:A brief review of the taskA brief review of the scoring guideA review of the standards related to the taskThe team:Uses the scoring guide individually to score the student samplesDiscusses the scores with the team and shares strengths and weaknesses of the student work using the scoring guide as the basis for commentSuggests specific teaching strategies which might improve student achievement
17Feedback Form Phase I: Guiding Questions Phase II: Guiding Questions High ExpectationsFocus on State StandardsEffectiveness of Scoring ToolPhase II: Guiding QuestionsTask RevisionComing to ConsensusConstructive Feedback
18Role DefinitionWhat are the roles of all of the participants in the process?
20Critical Roles in the Implementation Process The FacilitatorThe Principal of the SchoolTeam MembersOutside Support
21RESOURCE GUIDE Technical Support Helping the school team plan the taskRigorConnection to StandardsCreating the Scoring ToolMonitoring the ProcessUnderstanding the TaskScoring ProcessComing to ConsensusFeedback on Teaching Strategies
22RESOURCE GUIDE Technical Support Encouraging Principal SupportPurposeProcessCommitmentRole of Each StakeholderTeam and Teacher Selection“Talking and Walking” with the PrincipalStudent Work on DisplayConnection to Research-Based Strategies and On-Going InitiativesStaff ReadinessLogistics
23IMPLEMENTATION MODEL Organizing for Success Forming Teams Collecting DataAnalyzing ResultsProviding Feedback on the Plan
24MONITORING FOR STUDENT PERFORMANCE Principal ObservationsStudent BehaviorsInteraction with StudentsSamples of Student Work
25Planning an Onsite Visit Critical Roles in the ProcessThe Instructional Monitoring ProcessSetting Priorities for the VisitInitial Visit – A Focus on InstructionSecond Visit – Analysis of Student Work
26Pause for Reflection: Sharing Ideas Other Ideas for Getting A School Started in the ProcessTeaching Goal SettingProviding ResourcesSchedule and PlanningHighlighting Team EffortsExpanding the Nucleus to a School-Wide Initiative
28A Sample Task Buy me! Buy me! Part Two: Modeling the Process Adapted from “Focused Feedback”, Marcy EmburgerMaryland Classroom, September, 2000
29Assessing the Worth of the Task Is this task worth the effort it will take to develop and score it?Is it a DOL IV task in which students are asked to problem solve, make a decision, investigate an issue, or invent something?If it is a writing assignment, is the topic worth writing about and of interest to the the students?Are students being challenged?
30Context of the TaskThis task is part of an 8th grade unit on how magazines use art and persuasive techniques to persuade us to buy their products.At the beginning of the unit, the teacher asked students to talk about what they already knew about advertisements in magazines and on television.She also used examples of various kinds of advertising to demonstrate techniques of advertising. She modeled the process of analyzing advertisements to identify the persuasive techniques by using a think aloud strategy to explain her thinking to the class.She then had several students practice the process as they analyzed various advertisements and went through the think aloud process for the rest of the class. Class discussion added additional information to the process.Students then worked in small groups so each student would have the opportunity to use the think aloud process to analyze an advertisement from a magazine.The teacher is now ready to individually assess student understanding of how magazine advertisements are used to persuade us to buy their products.
31Assessing the Connection of the Task to State Content Standards Does the task provide evidence of an understanding of a state standard(s)?Is the connection the teacher making a realistic one?Are there opportunities to connect this task to standards in other program areas?Are connections made to specific skills?
32Writing to Inform (Grades 6-8) StandardsThis task targets the following indicators:Writing to Inform (Grades 6-8)Students support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information.Students write reports for an intended audience that convey a clear and accurate perspective on the subject, and that support the main idea with facts, details, and explanations.Students write essays for an intended audience and purpose that state the thesis or purpose of the paper, that follow an organizational pattern, and that offer compelling evidence in the form of facts and details to support the thesis.
33Assessing the Scoring Tool Does the scoring tool provide clear and accurate directions telling the students what the product should look like?Does the scoring tool provide opportunities for the student to be creative and inventive?Does the scoring tool provide opportunities to demonstrate understanding?
34Rubric4: This answer shows a thorough understanding of the advertisement with evidence of connections between the reader’s ideas and the advertisement; the answer has references to text/art in support of inferences to the advertisement’s effectiveness; responses indicate clear personal judgment with support.3: This answer shows a good understanding and evidence of connections to the reader’s ideas; the answer has references to text/art in support of inferences to the advertisement’s effectiveness; responses indicate a personal judgment with some support.2: This answer shows some surface understanding of persuasion; the answer has minimal references to text/art in support of inferences to the advertisement’s effectiveness; responses indicate little personal judgment of effectiveness.1: This answer indicates there may be some understanding of the advertisement, but there is little evidence of constructing meaning (some unsupported inferences).0: No evidence of understanding
35Scoring the Task (Individually) Is each team member using the scoring guide to score the student samples? Is each team member scoring each example of student work? Are they keeping their score confidential until it is time to discuss the score with the team?FOCUSED FEEDBACKIs the feedback corrective in nature? Is the feedback specific to the criteria and the scoring guide? Have I used questions to focus the feedback on specific criteria? Have I provided some positive feedback? Will I be able to use the focused feedback to make suggestions to the teacher?
36What did the students’ work show? A need to do some re-teachingStudent work showed only a surface understanding of the criteria.Students did not make connections between their ideas and the advertisements.Most students were not able to link the art and the text.Responses did not indicate clear personal judgment with relevant or adequate support.
37FOCUSED FEEDBACK Is the feedback corrective in nature? Is the feedback specific to the criteria and the scoring guide?Is the feedback provided in a positive manner?Does the feedback lead to specific suggested teaching strategies for the classroom?
38Teaching StrategiesWhat are the areas in which students are performing well?What teaching strategies seem to be working well?What are the areas in which students need to improve?What specific teaching strategies might we suggest to bring about improvement?What specific feedback should the teacher give the students about overall performance on this task?Are there any students who need individual help in critical areas of performance?
39Teacher FeedbackHow I have helped the team become a more effective instructional unit?
40Analyzing Student Work Analyzing student work is a logical extension of the module development processProvides the critical element of feedback to the planning process