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# Student Work Analysis Protocol

Robinson___

## A. Reaching Consensus about Proficiency

1. Describe what the students were expected to do?
In partners or small groups, students will solve a given application problem. Then they will create a problem
individually and trade papers among their group to solve each others problems. They will use technology to check
their answers and compare the differences between methods.
2. Which standards (CCSS or content standards) or curriculum expectations are being assessed? These should already
be listed on your CEP Lesson Plan Template.
AP Standard APC.10 The student will use the Trapezoidal Rule and Simpsons Rule to approximate definite
integrals of functions and will interpret the definite integral as the accumulated rate of change of a quantity over a
given interval.
3. Describe what you would consider to be a proficient response on this assessment? Exactly what would students need
to say, write, or perform for you to consider their work proficient?

I would consider work proficient if students were able to complete both methods and arrive at an
answer close to the correct solution since these are approximation techniques. The third part of creating a
problem and then trading with a group would be proficient if students showed they could use technology to
find an answer and could apply the approximation techniques by creating their own example.

## B. Diagnosing Student Strengths and Needs

Next, 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
(Objectives met) Expand Table as
needed

EXPECTED
(Objectives partially met)

LOW
(Objectives not met)

Calvin
Olivia
Jack
Anton
Emily

Jacob

Thomas

Kelly

Naitra

Evan

Jenna

Terri
Nohely

Anakin
Claire

Kai
Max

Logan
Noah

__33__% OF CLASS

Audry
Valeria
Bailee
__14__% OF CLASS

__53__% OF CLASS
C. Identifying Instructional Next Steps

Discuss the learning needs for the students in each level considering the following questions:
1. What patterns or trends are noted?

HIGH
(Objectives met)

## Comfortable with technology

Notice patterns and strategies to
employ to short cut the long
algebra strings
Use partners and groups to
Show all steps at first before
combining or skipping steps

EXPECTED
(Objectives partially met)

## Needed just a little more time,

but generally comfortable with
the methods and application of
algorithms
Willing to use technology
Use groups somewhat

LOW
(Objectives not met)

## Generally understand the

algorithm but have some
trouble implementing it
quickly until they have
practiced a couple of times
Some group work
Rare use of technology

2. Based on the diagnosis of student responses at the high, expected, and low levels, what instructional strategies will
students at each level benefit from? List those instructional strategies in the table below:

HIGH
(Objectives met)

## Give opportunities for application

and challenge of the methods
Encourage students to explore
what the methods mean in terms
of the general ideas behind

EXPECTED
(Objectives partially met)

## Encourage more practice by

hand
Keep an eye on students to see
if they get faster and more
comfortable after practice

LOW
(Objectives not met)

## Meet with students to make

sure they understand the
algorithms and their
application
Help students complete

## derivation and integration

Give chances to explore
technology strategies to
supplement completing methods
by hand

## Help students become more

comfortable with technology
and application questions

## problems using technology

Encourage more practice over
time
If needed, instruct information
again using alternative
strategies and methods