1. Analyzing Student Work
Robert V. Jervis Consultant for the Council of Chief Staff School Officers Comprehensive Social Studies Assessment Project

2. Analyzing Student Work: A Research-Based Model
A Strategy for improving student achievement adapted from the Standards in Practice Model available from ASCD

3. Analyzing Student Work
Why is analyzing student work the logical next step in curriculum alignment and module development?
A Focus on Teaching or
A Focus on Learning

4. The Learning Blueprint: FOCUSING ON INSTRUCTIONAL PRIORITIES
TARGETING
ASSESSING
TEACHING
FEEDBACK
Teacher
Student

5. The Learning Blueprint: FOCUSING ON INSTRUCTIONAL PRIORITIES
TARGETING
ASSESSING
FEEDBACK TO TEACHERS
TEACHING
FEEDBACK TO TEACHERS AND STUDENTS

6. What can an analysis of student work tell us?
Principles that guide effective instruction
Are 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?

7. High Expectations of All Students
Continuous collaborative feedback to the teaching-learning process enables students to rise to the level of the standard.

8. Rigorous Assignments
Students can do no better than the assignments they are given.

9. A 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

10. Analyzing Student Work
What does a training model for analyzing student work look like?

11. Analyzing Student Work
Summative Assessments
Rigor of Assignments
Alignment to Standards
Quality of Student Work
Teacher and Student Feedback

12. Other Benefits of Focusing on Analyzing Student Work
Functioning as a Team Member
Planning and Assessing Collaboratively
Discussion of Higher Order Thinking Skills
Sharing in the Teaching-Learning Process
Justification for including Team Planning as Priority During the School Day

13. Nuts and Bolts of the Process

14. Phase I: Analyzing the Task
The team meets to review the task focusing on the rigor of the task and the context for demonstrating understanding
The team discusses the standards identified for the task and discusses how well this task demonstrates an understanding of these standards
The team reviews the scoring guide for the task to ensure that the criteria provides:
Clear and accurate directions for the student
Specific criteria for developing the product or performance
Opportunities for students to demonstrate understanding

15. PRESENTING THE TASK: The Teacher Cover Sheet
Context for the Task
Connection to Standards
“The Task”
The Scoring Tool

16. Phase II: Analyzing Student Work
The teacher provides:
A brief review of the task
A brief review of the scoring guide
A review of the standards related to the task
The team:
Uses the scoring guide individually to score the student samples
Discusses the scores with the team and shares strengths and weaknesses of the student work using the scoring guide as the basis for comment
Suggests specific teaching strategies which might improve student achievement

17. Feedback Form Phase I: Guiding Questions Phase II: Guiding Questions
High Expectations
Focus on State Standards
Effectiveness of Scoring Tool
Phase II: Guiding Questions
Task Revision
Coming to Consensus
Constructive Feedback

18. Role Definition
What are the roles of all of the participants in the process?

19. BREAK TIME
Day Dreaming Time

20. Critical Roles in the Implementation Process
The Facilitator
The Principal of the School
Team Members
Outside Support

21. RESOURCE GUIDE Technical Support
Helping the school team plan the task
Rigor
Connection to Standards
Creating the Scoring Tool
Monitoring the Process
Understanding the Task
Scoring Process
Coming to Consensus
Feedback on Teaching Strategies

22. RESOURCE GUIDE Technical Support
Encouraging Principal Support
Purpose
Process
Commitment
Role of Each Stakeholder
Team and Teacher Selection
“Talking and Walking” with the Principal
Student Work on Display
Connection to Research-Based Strategies and On-Going Initiatives
Staff Readiness
Logistics

23. IMPLEMENTATION MODEL Organizing for Success Forming Teams
Collecting Data
Analyzing Results
Providing Feedback on the Plan

24. MONITORING FOR STUDENT PERFORMANCE
Principal Observations
Student Behaviors
Interaction with Students
Samples of Student Work

25. Planning an Onsite Visit
Critical Roles in the Process
The Instructional Monitoring Process
Setting Priorities for the Visit
Initial Visit – A Focus on Instruction
Second Visit – Analysis of Student Work

26. Pause for Reflection: Sharing Ideas
Other Ideas for Getting A School Started in the Process
Teaching Goal Setting
Providing Resources
Schedule and Planning
Highlighting Team Efforts
Expanding the Nucleus to a School-Wide Initiative

27. Application
Let’s see if it flies!

28. A Sample Task Buy me! Buy me! Part Two: Modeling the Process
Adapted from “Focused Feedback”, Marcy Emburger
Maryland Classroom, September, 2000

29. Assessing 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?

30. Context of the Task
This 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.

31. Assessing 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?

32. Writing to Inform (Grades 6-8)
Standards
This 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.

33. Assessing 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?

34. Rubric
4: 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

35. Scoring 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 FEEDBACK
Is 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?

36. What did the students’ work show?
A need to do some re-teaching
Student 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.

37. FOCUSED 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?

38. Teaching Strategies
What 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?

39. Teacher Feedback
How I have helped the team become a more effective instructional unit?

40. Analyzing Student Work
Analyzing student work is a logical extension of the module development process
Provides the critical element of feedback to the planning process