Analysis of Student WorkAdapted from New Teacher Center

Teacher: Mallory KneelandGrade Level/Subject: 5th GradeDate: 11/21/2014

Standard: Operations & Algebraic Thinking: Write and Interpret Numerical Expressions

Criteria or expectations for student work/performance:

1. List all students’ names in appropriate level. Circle the name of the student whose work you will look at closely in each level.

Far below Approaching Meeting ExceedingA.H.

1% of class

A. A.S.R.A.N.F.T.H.

39% of class

K.S.M.A.J.S.J.N.A.R.F. 48 %

of class

R.

0.5% of class

2. Select one student from each category and describe student performance. What can the student do?

Far below Approaching Meeting ExceedingSometimes translates word phrases into algebraic expressions (Question 1)

Sometimes translates word phrases into algebraic expressions (Question 1); Uses the Distributive Property of Multiplication to solve a numerical expression (Questions 4, 8)

Consistently translates word phrases into algebraic expressions (Questions 1, 2, 3); Uses the Distributive Property of Multiplication to solve a numerical expression (Questions 4, 8); Determines the numerical expression represented by a model (Question 6)

Consistently translates word phrases into algebraic expressions (Questions 1, 2, 3); Uses the Distributive Property of Multiplication to solve a numerical expression (Questions 4, 8); Determines the numerical expression presented by a model (Question 6); Uses algebraic thinking to determine the width of a rectangle (Question 7)

3. Using the same student, describe their learning needs.

Far below Approaching Meeting ExceedingDirect instruction and modeling in how to translate word phrases into numerical expressions followed by increased opportunities to practice (Questions 1, 2, 3); Direct instruction and modeling for how to use the Distributive Property of Multiplication to solve numerical expressions (Questions 4, 8); Direct instruction and modeling for how to interpret and use algebraic thinking to solve more complex problems (Question 7)

Direct instruction and modeling in how to translate word phrases into numerical expressions followed by increased opportunities to practice (Questions 1, 2, 3); Direct instruction and modeling for how to interpret and use algebraic thinking to solve more complex problems (Question 7)

Instruction and modeling for how to interpret and use algebraic thinking to solve more complex problems (Question 7)

Opportunities to solve more advanced types of algebraic thinking problems, i.e. setting up algebraic equations to solve complex story problems (similar to Question 7)

4. Plan for Differentiation: Note any patterns and trends. How will you adjust your instruction to meet student needs? How will you provide feedback to students?

Note: All students are placed into differentiated math classes based on ability and learning style, so the Quick Check math assessment provides us (5th grade teachers) the opportunity to re-examine student placement and/or what a specific group of students may need to revisit before moving forward. Each class is able to cover the same general content while differentiating the speed at which students receive the content as well as varying the types of remedial support and/or enrichment activities students participate in.

Each homeroom teacher will review the quick check assessment with their own students, helping students to redo the questions they got wrong. For some students, they may be able to make corrections with little to no teacher support while others may require more teacher support. Since the number of students needing to take another look at their quick check assessment is many, time in class will be provided for this work and those students who are finished will be provided with alternative activities to complete.

Far below Approaching Meeting ExceedingMath teacher for these students will provide opportunity for re-teaching of lessons 6.3 & 6.4 (a re-teaching handout will be provided to students to give further explanation and examples to support their understanding); During independent work time, students will be pulled to work in a small group with the teacher; Students will also be able to receive additional small group support during parent-led math groups once a week for 30 minutes

Math teacher for these students will provide opportunity for re-teaching of lessons 6.3 & 6.4 (a re-teaching handout will be provided to students to give further explanation and examples to support their understanding); During independent work time, the math teacher will check in periodically with these students to ensure their understanding and will pull any student who continues to struggle to provide additional support in a small group setting; Students will also be able to receive additional small group support during parent-led math groups once a week for 30 minutes

Math teacher will provide direct instruction on how to solve more complex problems using algebraic thinking in order to provide enrichment opportunities (Lesson 6.6 is a problem solving lesson focused on this skill but is not part of the 5th grade CCSS for math)

Students will be provided with immediate feedback in math class as they complete their

Math teacher will provide enrichment opportunities for students to solve complex problems using algebraic thinking, more specifically having students set up story problems using algebraic equations and then solving to find an unknown variable(Lesson 6.6 is a problem solving lesson focused on this skill but is not part of the 5th grade CCSS for math)

Students will be provided with immediate feedback in math class as they complete their

Students will be provided with immediate feedback in math class as they complete their work, whether on individual white boards or in their math journals

Students will be provided with immediate feedback in math class as they complete their work, whether on individual white boards or in their math journals

work, whether on individual white boards or in their math journals; Students can support struggling peers through reciprocal teaching opportunities

work, whether on individual white boards or in their math journals; Students can support struggling peers through reciprocal teaching opportunities

Plan for re-assessing

Far below Approaching Meeting ExceedingWhen On-going during math

class; 12/2/2014On-going during math class; 12/2/2014

On-going during math class; 12/2/2014

On-going during math class; 12/2/2014

What Formative assessment check-ins during class by examining work solved on white boards, in math journals and on exit tickets; Topic 6 Assessment

Formative assessment check-ins during class by examining work solved on white boards, in math journals and on exit tickets; Topic 6 Assessment

Formative assessment check-ins during class by examining work solved on white boards, in math journals and on exit tickets; Topic 6 Assessment

Formative assessment check-ins during class by examining work solved on white boards, in math journals and on exit tickets; Topic 6 Assessment

Reflection on the process (200-300 words)

The reason I chose a math quick check assessment to examine collaboratively with my teammates was two-fold. First,

math is our area of focus for CIP and PGE this year. So, it seemed natural for us to closely examine a recent math quick

check. Second, some of the questions on this particular assessment could be open to interpretation when scored by

individual teachers, so it was important to us that we all scored our students’ work in the same way. The authors of

Teacher Learning Through Assessment: How Student Performance Assessments Can Support Teacher Learning state,

"Looking at student responses to the assessment tasks reinforces the idea that good work can look very different and

can take on many forms (Hammond & Falk, 2013).” Through our collaborative efforts, we were able to articulate and

describe the ways in which students could show complete understanding of the learning targets.

The work samples I chose to scan in for this assignment serve to illustrate the varying levels of understanding of the skills

and concepts covered in two consecutive math lessons. As you examine each work sample, you can clearly see the

progression from little to no understanding to complete understanding of the learning targets.

While discussing the scoring rubric, we had a thoughtful conversation about three of the assessment questions. Part of

this conversation was focused on possible answers for Question 2. We determined which answers would receive credit

and which would not. We agreed there were two possible ways to interpret the word phrase. We also discussed the

appropriateness of Question 5. One of my teammates brought up a concern about Question 5 being developmentally

inappropriate for this age group and that the leap from using the Distributive Property of Multiplication with numerical

expressions to one with variables was too much, even for a level 4 question. In the end, we agreed that Question 5 was

not appropriate for this age group as no student was able to provide a correct answer, and this has also been the case in

the past couple of years that this quick check as been given to students. We decided to remove Question 5 from the

quick check and agreed that this question would not affect students’ scores this year. My teammate suggested that we

replace Question 5 with one from a supplemental lesson we are now teaching to support the math CCSS. I thought this

was a great idea and would help give us more meaningful information about what our students know and can do. Lastly,

we spent time discussing Question 7 and whether students should receive full credit if they did not solve the problem

Questions to prompt reflection: What did you see in students’ work that was interesting or surprising? What did you learn about how

these students think and learn? What about the process helped you to see and learn these things? What did you learn from listening to your colleagues that was interesting or surprising? What new

perspectives did your colleagues provide? How can you make use of your colleagues’ perspectives? What questions about teaching and assessment did looking at the students’ work raise for you? How can

you pursue these questions further? What things would you like to try in your classroom as a result of looking at the students’ work?

Note: These are just some questions to get you thinking. You do not need to address these questions directly in your brief reflection.

using an algebraic equation. At first one of my teammates felt that, as along as students got the correct answer and

showed their work, they should receive full credit. But, as we considered the learning target and the intention of the

question which was an opportunity to use algebraic thinking to solve a math problem, we agreed that in order to receive

full credit on Question 7, students would need to set up an algebraic equation to solve. However, they could receive

partial credit for getting the correct answer by showing their work using another method.

Once we were in agreement of the scoring rubric, we were able to score students’ work. We noticed a number of

students struggling to translate word phrases into algebraic expressions. Most of these students were assigned to the

“low” and “medium” math classes for this topic. Consequently, those two teachers, we agreed, would need to spend

more time reviewing these lessons. We also noticed that many students were misinterpreting Question 7 and/or did not

understand the concept of area and perimeter of a rectangle. As a result, students were coming up with unreasonable

answers. We knew that perimeter of a rectangle was something covered in 4th grade, but it became clear that we will

need to do some re-teaching with this and similar skills as students’ work clearly indicated a lack of understanding.

When taking a step back to analyze the data before us, my teammates and I were surprised by how many students were

struggling to solve some of the more basic questions on the quick check. The percentage of students far below,

approaching, meeting and exceeding standard in my class mirrored that of what my teammates were seeing in their

classes. As a result, we had a meaningful conversation about what our next steps needed to be in order to support our

students where they are right now. We came up with a plan for supporting our students who were still struggling to

grasp the concepts in addition to enriching the learning experience of those who clearly “got it.” We decided we would

use formative assessment strategies embedded throughout our teaching to further support our students and provide

them with immediate feedback as we implemented our differentiated instructional plans. In Formative Assessment:

What Do Teachers Need to Know and Do it states, “Formative assessment is a systematic process to continuously gather

evidence about learning. The data are used to identify a student’s current level of learning and to adapt lessons to help

the student reach the desired learning goal (Heritage, 2007).” We also agreed to push back the date of the topic test in

order to provide our students with the remedial or enrichment support they need at this time.

Hammond and Falk contend, “By examining the work of their students, teachers increase their knowledge of individual

students, become better informed about their students’ capacities, and receive guidance about what they need to do

next to support students’ forward development (Hammond & Falk, 2013).” My teammates and I found the process of

closely examining student work to be well worth our time. We walked away from this experience better understanding

what our students can do and were able to collaborate around our next steps so we could better support our students

where they are at currently. Furthermore, we were able to make modifications to our quick check assessment so that

the questions students’ answer in the future better reflect what they know and can do.

Works Consulted:

Darling-Hammond, L. & Falk, B. (2013). Teacher Learning Through Assessment: How Student Performance Assessments Can Support Teacher Learning. Center for American Progress.

Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do?. Phi Delta Kappan.