Analyzing Student Work. Robert V. Jervis Consultant for the Council of Chief Staff School Officers Comprehensive Social Studies Assessment Project. Analyzing Student Work: A Research-Based Model.
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Robert V. Jervis Consultant for the Council of Chief Staff School Officers Comprehensive Social Studies Assessment Project
Analyzing Student Work: A Research-Based Model
A Strategy for improving student achievement adapted from the Standards in Practice Model available from ASCD
Principles that guide effective instruction
Day Dreaming Time
Let’s see if it flies!
Part Two: Modeling the Process
Buy me! Buy me!
Adapted from “Focused Feedback”, Marcy Emburger
Maryland Classroom, September, 2000
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.
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
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?
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?
How I have helped the team become a more effective instructional unit?