Liam Kelley

Heidi Fredrickson
EDUC 450
April 23, 2016
Data Analysis Project
Student Work Analysis Protocol
Subject Area: English____________________________ Grade Level: 11th_______________
Formative or Performance Task: Formative________________________________________
A. Reaching Consensus about Proficiency
Read the assessment prompt and/or rubric and explain:
What are the students expected to do?
o The students were expected to discuss and fill out a worksheet on how different
tones can change the interpretation of a play.
Which standards (CCSS or content standards) or curriculum expectations are
being assessed?
o Colorado Academic State Standards: Eleventh Grade:
1.1: Verbal and nonverbal cues impact the intent of communication.
d. Analyze audience responses to evaluate how effectively the
talk or presentation met the purpose.
2.1: Complex literary texts require critical reading approaches to
effectively interpret and evaluate meaning.
a. Use key ideas and details to:
o iii. Analyze the impact of authors choices regarding how
to develop and relate elements of a story or drama (e.g.
where a story is set, how the action is ordered, how the
characters are introduced and developed). (CCSS: RL.11-
12.3)
b. Use craft and structure to:
o i. Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well as other
authors). (CCSS: RL.11-12.4)
o ii. Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text
from what is really meant (e.g. satire, sarcasm, irony, or
understatement). (CCSS: RL.11-12.6)
 c. Use integration of knowledge and ideas to:
o i. Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or
recorded novel or poem), evaluating how each version
interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist).
(CCSS: RL.11-12.7)
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?
o The students in the middle (expected or proficient) group answered most parts
of the question being asked, but no one answered everything.
Did the assessment give students a good opportunity to demonstrate what they
know?
o Yes. The worksheet and reading/performing the scenes out loud helped get them
to the point where they were able to demonstrate what they know.
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 in order to monitor progress over time.
HIGH EXPECTED LOW
(objectives met) (objectives partially met) (objectives not met)
***** **** *****
*** ****** ****
***** ******* *. ****
******* *. ****** *******
****** ****** *. *******
****** ******* *******
***** ****
****
****** *.
******
30% OF CLASS 43% OF CLASS 27% OF CLASS

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 EXPECTED LOW
(objectives met) (objectives partially met) (objectives not met)
These students were really These students either talked These students mostly just
good about talking about the correctly or proficiently about wrote down what we said,
different interpretations of
the scenes that were
performed in the class as
well as what the
interpretation of the scene
from the play originally.
These students also had an
opinion/argument, they
wrote down what they
actually thought, not just
repeating what we said to
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)
The only thing that we
wished was that these
students provided more detail
in their answers. What they
wrote was so good that we
wish that they would have
continued with their thoughts.
We also think that they may
have continued with their
thoughts if they had more
time to write.
either the interpretations on
the scenes we performed in
front of the class OR about
the interpretation of the scene
from the play originally, but
never both. These students
mostly did NOT have an
argument/opinion, instead,
they wrote down what we said
in class.
EXPECTED
(objectives partially met)
These students did not have
an argument or an opinion on
how the interpretation of the
scene, act, or play would
change under the different
tones, and we really wished
they would have written what
THEY thought, not just what
we said. These students were
also not able to synthesize
what happened in the book
the scenes performed in class.
They were able to discuss one
very well, but never both.
they had no opinion/argument
at all. And sometimes, when
the students wrote down what
we said in class, they wrote
down the information
incorrectly. Most of these
students did not even write
about tone or the scenes at all.
LOW
(objectives not met)
These students had not
argument or an opinion on
how the interpretation of the
scene, act, or play would
change under the different
tones, and we really wished
that they would have written
what THEY thought, not just
what we said. We also felt as
if sometimes the students
were not listening because
they wrote down what we
said in class over and over
again WRONG. We also do
not think that these students
really tried that hard. We
know this because multiple of
the students in this low group
performed in front of the
class and gave us verbal
answers, but then what they
wrote down was not very
good. So we do not think that
these students put in a lot of
effort in this assignment.
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 teams diagnosis of the students performance:
What patterns or trends are noted for the whole class?
o Most students got the main idea of what we wanted them to get, which is
good. We think they had a hard time picturing/explaining what an entire play
would look like in the tone being portrayed when only a small scene was
being performed.
What instructional strategies will be beneficial for the whole class?
o If we were to change anything off of what we did, we would give them a
smaller chunk of time after each tone being portrayed rather than after the
two different tones were done for each scene. We think that if we would have
done that, then all of the students would have written about both tones rather
than just one. It also would have been beneficial to ask the students a
question after the activity finished where they compared what we did in class
that day with what they have been going over in class during the entire
reading of the play.
Based on the teams diagnosis of student responses at the high, expected, and low
levels, what instructional strategies will students at each level benefit from?
HIGH EXPECTED LOW
(objectives met) (objectives partially met) (objectives not met)
This groups of students work This group of students work This group of students work
would have improved we would have improved if they would have improved if they
think if they had more time to had more time to process had more time to process
process what they were what they were thinking and what they were thinking and
thinking and more time to more time to write down more time to write down
write down what they were what they were thinking. We what they were thinking. We
thinking. We also think that it also think that these students also think that these students
would have been beneficial would have done better on would have done better on
for these students to not only this scene if there was more this scene if there was more
write about a scene where focus placed on them. If we focus placed on them. If we
taking out the stage directions had said: Write a claim on had said: Write a claim on
would affect the how the scene, act, or play how the scene, act, or play
interpretation of the play, but would change based off of would change based off of the
also if they had an the different tones portrayed different tones portrayed in
opportunity to perform their in front of the class the front of the class the
scene to see if it worked in students would probably have students would probably have
the way that they thought it had more focus in their had more focus than their
would. answers than they did. answers than they did.
We also think that these
students were not invested or
interested in this activity, so
we personally do not think
that they tried hard at all to
fill out this worksheet.