Work sample analysis assignment, writing homework help

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I need a math teacher. I have some students' math work samples. We need to choose three of them which are good, not bad, and bad work of the students. Then, we are going to prepare a rubric and give them feedback on their paper based on the rubric. we are going to take notes on their paper. For example, if a student did good job in her paper, positive feedback can be given. Or for bad work, you can use this or you should explain this like that. After that, we are going to analyse their work by preparing a chart. I shared the details, sample rubric and sample chart to analyse students' work.

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EDU 560 – Summer 2017 Work Sample Analysis Assignment Draft due Thursday, July 27th, 2017 (5% of grade) Final copy due Thursday, August 10th, 2017 (25% of grade) As part of the NYS Regents Reform initiative, pre-service and practicing teachers are expected to demonstrate their ability to (1) clearly align objectives with assessments, (2) analyze patterns of student responses to assessment items, and (3) use that data to inform ongoing decisions about instruction and assessment. These skills are also assessed in edTPA Task 3: Assessing Student Learning. For this assignment, you will be explaining the full sequence of an assessment, beginning with a description of the assignment itself and its purpose/objectives, analyzing a 3-5 actual student work samples, describing the students’ strengths and weaknesses in relation to the assignment criteria, and discussing implications for future instruction, based on your analysis of the students’ learning needs. Part 1 (6 points): Either from an authentic classroom source, obtain and provide the description of an actual assessment from your content area. The assessment you use should not be solely a test or quiz resulting in objective answers. It should include items that allow students to demonstrate their thinking processes or stages in working through a problem. It also should not be such a lengthy or complex assignment (such as a research paper) that your analysis becomes overly long. See page 33 of the edTPA Making Good Choices guidebook for an explanation of an appropriate Task 3 type of assignment. In your description, include (if available to you): 1. The course and grade level in which this assignment has been given 2. A description of any relevant contextual details that are necessary for understanding the teacher’s purpose and goals. (For example, is this a formative assessment done in preparation for a summative assessment? Is it additional practice in a skill students are still struggling with?) 3. An explanation of if and how the assignment is differentiated or individualized in any way 4. The standards and instructional objectives to be measured by the assessment. If not provided by the teacher, compare what is being assessed to your content-area standards, and select ones that are aligned with what knowledge and skills are being assessed. If no objective was provided, construct your own, based on what is being assessed. 5. A copy of the assignment itself (guidelines, handouts, etc.) 6. The evaluation criteria to be used to assess student learning (e.g., a rubric or answer key). If the teacher did not provide one, develop your own, with criteria aligned with the standards and objectives that the assignment is requiring students to demonstrate their achievement of. Part 2: (6 points) Obtain 3-5 photocopies of actual examples of student responses to this assignment (with students’ names removed). 1. Using the rubric or key provided or that you developed, assess these student work samples yourself. 2. Provide legible feedback directly on the work samples (addressed to the student) that respond to each student’s individual strengths and learning needs relative to the standards/objectives being measured by this assignment. Be sure that the feedback would be clear to a student at this grade level and would help a student understand the nature of her/his errors. Do not simply provide a correct answer. Write comments or ask questions that help a student think about what to do to correct an answer or improve a response her/himself. Also, include feedback that acknowledges examples of satisfactory work. Be sure that students would understand what score they received and why they received that score. Part 3: (7 points) 1. Design a chart or table that allows you to track student performances according to the assessment criteria and standards/objectives of the assignment itself. Chart the overall patterns of both satisfactory work as well as errors. 2. Then write an analysis that explains the learning patterns you see in the work samples you analyzed. What patterns are common across papers? What strengths and errors are unique to individual students? If you know that any of these students have particular learning needs, include that in your analysis. Part 4: (6 points) Based on this analysis, what does this data tell you about what a teacher’s next instructional steps could be in relation to the standards and objectives of this assignment? Do not simply say that you will “work with students after school” or “will go over the material again.” You need to explain very specific instructional strategies to help with a particular skill or understanding during class time. What are some concrete steps a teacher could make in relation to individual students as well as in relation to groups of students or even the full class, depending on the needs you see in each/all papers? If only a few students need help with a particular skill, what meaningful learning can the other students in the class be working on while you help a small number of students with a targeted skill? Typical Rubric Design for an Assessment Description of qualities of exemplary work [optional: grade or points earned] Description of qualities of satisfactory work [optional: grade or points earned] Description of qualities of unsatisfactory work [optional: grade or points earned] Criterion 1* [One skill or demonstration of content that you are assessing] Criterion 2 [Another skill or demonstration of content that you are assessing] Criterion 3 [Another skill or demonstration of content that you are assessing] [Add as many as needed for the assignment] *All criteria should be aligned with the standards and objectives in your lesson or learning segment. The assessment is meant to provide evidence of how well students are learning the skills and/or content knowledge identified in the standards and objectives for your lesson or learning segment. Sample Task 3 Table Analysis Format ----- for part 3 Criteria in Rubric Student 1 Scores Criterion 1 Provide the student’s rubric score for this criterion, and briefly describe reasons in the language of the rubric {repeat for each criterion and each Criterion 2 student) Student 2 Scores Student 3 Scores 2 – Emergent (# of students scoring at this level) 1 – Insufficient (# of students scoring at this level) Criterion 3 Alternate Sample Task 3 Table Analysis Format Criteria in Rubric 3 – Proficient (# of students scoring at this level) Criterion 1 Criterion 2 Provide the number of students who scored “proficient” for this criterion, with a description of the most common reasons why these students scored at this level. (repeat for each level of performance and criterion) Criterion 3 What patterns might you see suggested by these charts? What could these patterns tell you about individual and full class performances? What might some reasons be for such differences, and what might a teacher do next? The design of such a chart can reflect what you need to focus on: Individual students? Individual criteria? The more students and/or the more criteria, the more complex such charts can become, so it’s important to keep the assessment and rubric used manageable for edTPA purposes.
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Running Head: STUDENT ASSIGNMENT RESPONSE ASSESSMENT

Student Assignment Response Assessment

Name

Course Title and Number
Professor’s Name
Date

1

STUDENT ASSIGNMENT RESPONSE ASSESSMENT

2

Student Assignment Assessment
The following assessment is and provides a critical evaluation of students to a math
problem from their continuing coursework. The evaluation will grade the students according to the
course rubric and offer feedback and comments with relation to the objectives of the course that
will be beneficial to the student and help them better their understanding of the topic and for future
reference.
For the purposes of this assessment, I have chosen three students from my class, Namely
Key, Hassan and Amir Titus
Grading merits per student
Name

Merit

Key

Good

Hassan

Not Bad

Amir

Bad

Analysis Table
Criteria

Student 1 Scores

Student 2 Scores

Student 3 Scores

workings

35 percent

30 percent

0 Percent

Detailed response with Detailed
absence
mathematical errors

workings Work

was

not

of shown albeit with a competed.
little lack in clarity

Little effort to tackle
the problem

STUDENT ASSIGNMENT RESPONSE ASSESSMENT

organization

3

Good understanding of

Zero understanding of

the concept

the topic

25 percent
Good

15 percent

and

organization

0 Percent

clean There is flow in the Dirty work
of

the workings but poor

work

organization

is

Student is able to assert evident
himself
mathematically

Answer

30 Percent

10 percent

0 Percent

Correct answers given

Some of the answers No answers given
given are wrong

Alternate Sample Task 3 Table Analysis Format
Criteria in Rubric

3 – Proficient

2 – Emergent

1 – Insufficient

No. of scoring at this No. of scoring at this No. of scoring at this
level students = 1

level students = 1

level students = 1

STUDENT ASSIGNMENT RESPONSE ASSESSMENT
Workings

4

The student showed Struggled with the Poorly done work
good command of workings but fairly
the topic and was satisfactory
comfortable

doing

the work as evident
form the flow of the
concept
Organization

Student
good

exhibited Student
organization with

struggled Dirty work
organization

skills largely due to but was able to
excellent

present

their

understanding of the argument
problem
Stu...


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