1. Session 2. Learning From Student Work
English Language Arts
Facilitator: Carisa Barnes

2. Objectives of Session 2
Understand what can be learned from collaboratively scoring and analyzing student work on performance assessments
Reflect on how to prepare to facilitate Session 2 in local contexts

3. Overview of Session 2
Module 1: Understanding the Task through Students’ Eyes Module 2: Analyze, Score, and Discuss Student Work Module 3: Reflect on What is Learned from Student Work

4. Module 1: Understanding the task through students’ eyes
Go to the Performance Assessment Resource Bank and download the 11th grade Curriculum-Embedded ELA task:
“Hemingway and the Effect of the First World War” (Student Directions)

5. Module 1: Understanding the task through students’ eyes
See also:
Handout: Hemingway “Soldier’s Home”
&
Download CNN article “Experts: Vets' PTSD, violence a growing problem” (Ashley Hayes) from [LINK available from Institute Site]
Once participants have accessed the 3 documents, we will start by reviewing the student directions for the task.

6. Hemingway and the First World War (45 min)
1) Read student directions for the task 2) Do a close reading of Hemingway “Soldier’s Home” 3) Do a close reading of CNN article “Experts: Vets' PTSD, violence a growing problem” 4) Discuss readings at your table group and how you might respond to the task prompt
We will start with a brief read through of the task, annotating for understanding of what students are asked to produce for the task. I will pause for question or comments. From there, we will take about 20 minutes to read and annotate the two texts. As tables are finishing, they will participate in a discussion about the two tasks and how they might respond to the task based upon their understanding of the task. I will have tables complete #4 on chart paper where they brainstorm how they would go about responding to the prompt. Also, note in the directions that there are ancillary texts suggested for this task.

7. Identify Disciplinary & Language Demands (15 min)
1) What do students need to know and be able to do to accomplish the task? 2) What language demands (function and form) are embedded within the task? 3) What do you expect students to struggle with in this task?
Now based upon viewing the task through students’ eyes, we will have table discussions of these three questions. The final 5 minutes of this session will be a whole group share out about the task.

8. Module 2: Analyze, Score, and Discuss Student Work
See Handouts: Hemingway Student Samples A-D
Individually, read and sort/rank order them from highest to lowest
Compare notes with others at your table
Review purpose of Module 2 – to provide teachers an opportunity to see what can be learned from student work about task design and instructional supports

9. Module 2: Analyze, Score, and Discuss Student Work – Samples A & B
1. Review Anchor Samples A & B. (5 min)
Sample A was scored “Proficient” overall
Idea Development: _3__
Supporting Evidence: _3__
Organization: _3__
Conventions & Style: _ 3 __
Sample B was scored “Emerging” overall
Idea Development: _1__
Supporting Evidence: _ 1 __
Organization: _ 1 __
Conventions & Style: _ 1 __
For #2 “Individually identify and table shareout: What evidence from the samples supports these scores?”, have them spend time individually and discuss the evidence they see in the samples that supports the given scores.

10. Module 2: Analyze, Score, and Discuss Student Work – Samples A & B
2. Individually identify and discuss at your table: What evidence from the samples supports these scores? (10 min) 3. What questions do you have about the scores or evidence for Samples A & B, or about the QPA Common Literary Analysis Rubric rubric language & meaning? (5 min)
For #2 “Individually identify and table shareout: What evidence from the samples supports these scores?”, have them spend time individually to identify and then discuss the evidence they see in the samples that supports the given scores.

11. Module 2: Analyze, Score, and Discuss Student Work
1. Review & individually score Anchor Samples C & D. (20 min) 2. Compare notes with others at your table. Try to come to consensus. (20 min)

12. Module 2: Analyze, Score, and Discuss Student Work
Sample C was scored “Advanced” overall
Idea Development: _4__
Supporting Evidence: _4__
Organization: _4_
Conventions & Style: _ 4 _
Sample D was scored “Developing” overall
Idea Development: _2_
Supporting Evidence: _ 2 __
Organization: _ 2 __
Conventions & Style: _ 2 __
What questions do you have about the scores or evidence for Samples C & D, or about the QPA Common Literary Analysis Rubric language & meaning? (10 min)

13. Lunch Break 12:15 – 1:00

14. Module 3: Reflect on What is Learned from Student Work
1. Design focus lens: Using student work to inform task (re)design work
What disciplinary practices and/or understandings did the samples demonstrate?
What disciplinary practices and/or understandings were not evident in the samples?
What features of the task allowed students to demonstrate targeted disciplinary practices/understandings?
What accessibility concerns do you have for the students you work with? For subgroups?

15. Module 3: Reflect on What is Learned from Student Work
2. Instructional lens
If the responses you reviewed had been from your own students, where would you want to go in your own instruction?
What kinds of learning experiences or tasks do you think students need to support their success on high-quality performance assessments?

16. Exit Ticket Take an index card and give us some quick feedback
What worked well?
What could be better?