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– a year ago **files (4)** – ## StudentWorkAnalysis_Math-11.pdf – ## StudentWorkAnalysis_ELA-11.pdf – ## annotated-MSMath-StudentAchievementChart.docx1.pdf – ## Module12Task3FinalAssignmentAnalyticSummary.docx **## StudentWorkAnalysis_Math-11.pdf** July 2017 Student Work Analysis Lesson: Use this…
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– a year ago
**files (4)**
– ## StudentWorkAnalysis_Math-11.pdf
– ## StudentWorkAnalysis_ELA-11.pdf
– ## annotated-MSMath-StudentAchievementChart.docx1.pdf
– ## Module12Task3FinalAssignmentAnalyticSummary.docx
**## StudentWorkAnalysis_Math-11.pdf**
July 2017
Student Work Analysis
Lesson:
Use this document to record information/evidence from the sample student work. Evidence
should consider the Core Actions. Evidence recorded will be integrated into the Feedback
Summary worksheet. Before analyzing student work, be sure to have first completed the
student assignment.
General notes and observations about the task:
1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
standards?
2. What is the mathematical purpose of the assignment?
3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
application) does the assignment address? Explain.
Analyze the Student Work
July 2017
Analyzing Individual Student Samples:
Student
Work
Sample
What does the student’s work
demonstrate about his/her
understanding of the expectations of
the assignment?
What does the student’s work demonstrate
about his/her proficiency with the
requirements of the targeted standard?
Student
A
Student
B
Student
C
July 2017
Student
D
Student
E
Student
F
July 2017
After looking at student work:
1. How did the directions and/or prompts for the assignment allow students to demonstrate
the requirements of the targeted standard(s)?
2. How did the mathematical content of the assignment allow students to demonstrate the
requirements of the targeted standard(s)?
3. What patterns do you notice in the student work?
● What did students do consistently well?
● Were there any common errors?
**## StudentWorkAnalysis_ELA-11.pdf**
July 2017
Student Work Analysis
Lesson: _________________________________________
Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
● The structure, concepts, ideas, events or details of the text?
● The words, phrases, and sentences within the text?
● Understanding the central ideas and development of the text?
2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?
3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
2. Are there common errors made across the collection of student work?
Analyze the Student Work
July 2017
Student Work Analysis Worksheet
Student
Work
Sample
What does the student’s
work demonstrate about
the depth of his/her
understanding of the text
and topic?
What does the student’s
work demonstrate about
his/her understanding of
the task?
What does the student’s
work demonstrate about
his/her proficiency with the
requirements of the targeted
standard?
Student
A
Student
B
Student
C
Student
D
Student
E
Note: For a collection of more than five samples of student work, print this page multiple times.
**## annotated-MSMath-StudentAchievementChart.docx1.pdf**
Student Achievement Chart (SAC)
Standard(s):
Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
percent increase and decrease, and percent error.
Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
Objective/LT for Pre-assessment:
Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
Objectives: Students will be able to …
calculate the actual value when given the percent error by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
calculate the percent error when given the actual value by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
draw conclusions about the percent error, actual value, and accepted value in the context of the
situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
better.
Objective/LT for Post-assessment:
Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
to determine the difference, at least 3 out of 5 times.
Objectives: Students will be able to …
interpret word problems by organizing key information in word problems; at least 2-3 key
pieces of information for setting up the proportions.
calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
(2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount
from the original; Mastery is an accuracy of 4 ( out of 5) or better.
Description of Student Work in Each
A Mastery Levels Mastery Category
ssessment
Data Outcomes:
**## Module12Task3FinalAssignmentAnalyticSummary.docx**
**Analytic Summary Assignment:**
**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).
2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**
**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:
**Submit an Analytic Summary following this 4 question outline:**
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.
2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**
1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)
2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).
_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_
**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
**For example:**
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
·
·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._
Rubric
**Final Assignment-Analytic Summary – 12-20-24**
| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |
Total Points: 16
**## Module12Task3FinalAssignmentAnalyticSummary.docx**
**Analytic Summary Assignment:**
**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).
2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**
**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:
**Submit an Analytic Summary following this 4 question outline:**
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.
2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**
1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)
2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).
_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_
**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
**For example:**
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
·
·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._
Rubric
**Final Assignment-Analytic Summary – 12-20-24**
| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |
Total Points: 16
**## StudentWorkAnalysis_Math-11.pdf**
July 2017
Student Work Analysis
Lesson:
Use this document to record information/evidence from the sample student work. Evidence
should consider the Core Actions. Evidence recorded will be integrated into the Feedback
Summary worksheet. Before analyzing student work, be sure to have first completed the
student assignment.
General notes and observations about the task:
1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
standards?
2. What is the mathematical purpose of the assignment?
3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
application) does the assignment address? Explain.
Analyze the Student Work
July 2017
Analyzing Individual Student Samples:
Student
Work
Sample
What does the student’s work
demonstrate about his/her
understanding of the expectations of
the assignment?
What does the student’s work demonstrate
about his/her proficiency with the
requirements of the targeted standard?
Student
A
Student
B
Student
C
July 2017
Student
D
Student
E
Student
F
July 2017
After looking at student work:
1. How did the directions and/or prompts for the assignment allow students to demonstrate
the requirements of the targeted standard(s)?
2. How did the mathematical content of the assignment allow students to demonstrate the
requirements of the targeted standard(s)?
3. What patterns do you notice in the student work?
● What did students do consistently well?
● Were there any common errors?
**## StudentWorkAnalysis_ELA-11.pdf**
July 2017
Student Work Analysis
Lesson: _________________________________________
Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
● The structure, concepts, ideas, events or details of the text?
● The words, phrases, and sentences within the text?
● Understanding the central ideas and development of the text?
2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?
3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
2. Are there common errors made across the collection of student work?
Analyze the Student Work
July 2017
Student Work Analysis Worksheet
Student
Work
Sample
What does the student’s
work demonstrate about
the depth of his/her
understanding of the text
and topic?
What does the student’s
work demonstrate about
his/her understanding of
the task?
What does the student’s
work demonstrate about
his/her proficiency with the
requirements of the targeted
standard?
Student
A
Student
B
Student
C
Student
D
Student
E
Note: For a collection of more than five samples of student work, print this page multiple times.
**## annotated-MSMath-StudentAchievementChart.docx1.pdf**
Student Achievement Chart (SAC)
Standard(s):
Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
percent increase and decrease, and percent error.
Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
Objective/LT for Pre-assessment:
Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
Objectives: Students will be able to …
calculate the actual value when given the percent error by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
calculate the percent error when given the actual value by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
draw conclusions about the percent error, actual value, and accepted value in the context of the
situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
better.
Objective/LT for Post-assessment:
Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
to determine the difference, at least 3 out of 5 times.
Objectives: Students will be able to …
interpret word problems by organizing key information in word problems; at least 2-3 key
pieces of information for setting up the proportions.
calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
(2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount
from the original; Mastery is an accuracy of 4 ( out of 5) or better.
Description of Student Work in Each
A Mastery Levels Mastery Category
ssessment
Data Outcomes:
**## Module12Task3FinalAssignmentAnalyticSummary.docx**
**Analytic Summary Assignment:**
**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).
2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**
**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:
**Submit an Analytic Summary following this 4 question outline:**
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.
2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**
1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)
2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).
_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_
**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
**For example:**
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
·
·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._
Rubric
**Final Assignment-Analytic Summary – 12-20-24**
| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |
Total Points: 16
**## StudentWorkAnalysis_Math-11.pdf**
July 2017
Student Work Analysis
Lesson:
Use this document to record information/evidence from the sample student work. Evidence
should consider the Core Actions. Evidence recorded will be integrated into the Feedback
Summary worksheet. Before analyzing student work, be sure to have first completed the
student assignment.
General notes and observations about the task:
1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
standards?
2. What is the mathematical purpose of the assignment?
3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
application) does the assignment address? Explain.
Analyze the Student Work
July 2017
Analyzing Individual Student Samples:
Student
Work
Sample
What does the student’s work
demonstrate about his/her
understanding of the expectations of
the assignment?
What does the student’s work demonstrate
about his/her proficiency with the
requirements of the targeted standard?
Student
A
Student
B
Student
C
July 2017
Student
D
Student
E
Student
F
July 2017
After looking at student work:
1. How did the directions and/or prompts for the assignment allow students to demonstrate
the requirements of the targeted standard(s)?
2. How did the mathematical content of the assignment allow students to demonstrate the
requirements of the targeted standard(s)?
3. What patterns do you notice in the student work?
● What did students do consistently well?
● Were there any common errors?
**## StudentWorkAnalysis_ELA-11.pdf**
July 2017
Student Work Analysis
Lesson: _________________________________________
Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
● The structure, concepts, ideas, events or details of the text?
● The words, phrases, and sentences within the text?
● Understanding the central ideas and development of the text?
2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?
Analyzing individual student samples (worksheet on back):
1. What does the student’s work demonstrate about his/her understanding of the task?
2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?
3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?
(See worksheet on back)
After looking at student work:
1. On what aspects of the task have students generally performed well?
2. Are there common errors made across the collection of student work?
Analyze the Student Work
July 2017
Student Work Analysis Worksheet
Student
Work
Sample
What does the student’s
work demonstrate about
the depth of his/her
understanding of the text
and topic?
What does the student’s
work demonstrate about
his/her understanding of
the task?
What does the student’s
work demonstrate about
his/her proficiency with the
requirements of the targeted
standard?
Student
A
Student
B
Student
C
Student
D
Student
E
Note: For a collection of more than five samples of student work, print this page multiple times.
**## annotated-MSMath-StudentAchievementChart.docx1.pdf**
Student Achievement Chart (SAC)
Standard(s):
Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
percent increase and decrease, and percent error.
Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
Objective/LT for Pre-assessment:
Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
Objectives: Students will be able to …
calculate the actual value when given the percent error by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
calculate the percent error when given the actual value by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
draw conclusions about the percent error, actual value, and accepted value in the context of the
situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
better.
Objective/LT for Post-assessment:
Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
to determine the difference, at least 3 out of 5 times.
Objectives: Students will be able to …
interpret word problems by organizing key information in word problems; at least 2-3 key
pieces of information for setting up the proportions.
calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
(2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount
from the original; Mastery is an accuracy of 4 ( out of 5) or better.
Description of Student Work in Each
A Mastery Levels Mastery Category
ssessment
Data Outcomes:
**## Module12Task3FinalAssignmentAnalyticSummary.docx**
**Analytic Summary Assignment:**
**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).
2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**
**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:
**Submit an Analytic Summary following this 4 question outline:**
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.
2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**
1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)
2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).
_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_
**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
**For example:**
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
·
·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._
Rubric
**Final Assignment-Analytic Summary – 12-20-24**
| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |
Total Points: 16