Student Work Analysis Protocol

Subject Area: English Grade Level: 9th grade

Teacher Evaluator: Rashele Delin

A. Reaching Consensus about Proficiency

Read the assessment task, performance, and/or rubric, and:
1. Describe what the students were expected to do?

The students were expected to read a script with different perspectives of a story. They had to fill out a chart that breaks down the different
perspectives. The students were then required to answer a few questions to help students comprehend the importance of perspective. After
completing the chart and questions, students were required to define perspective in their own words and connect their definition to their life,
the world, and the activity.

2. Which standards (CCSS or content standards) or curriculum expectations are being assessed? These should already be listed on your CEP Lesson
Plan Template.

Standard: 2.1. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or develop the theme. (CCSS: RL.9-10.3)

Standard: 3.1.a. i. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS:
W.910.3a)

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?

A proficient response requires:

Completed Chart
All questions completed
Students define perspective and make at least one connection from their life or the activity to the world where different perspectives
are used and examined.
Students should have all three of these things to be completely proficient on this assessment.
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
Paige- She answered all questions
thoroughly and completed the chart. She
also described the importance of
perspective and how different factors like
time and place can affect it.
Judy- She answered all questions and
completed the chart. She also described
what perspective meant to her and
connected why it would be important to
other people.
Amber- She answered all questions
thoroughly and completed the chart. She
also discussed the importance of other
perspectives and gave specific examples.
Alvero- He completely answered the
questions and completed the chart. He
also connected perspective to his story
and the story discussed in class.
Kalyn- She thoroughly answered all
questions and completed the chart. She
also described how perspective affects a
story.
Heather- She completed all questions and
the chart. She also thought about other
perspectives that were not discussed in
the lesson.
23 % OF CLASS
EXPECTED
(Objectives partially met)
Shelby- She completed all the questions
and the chart. She defined perspective, but
didnt make connections to others or the
activity.
Austin- He answered most of the questions
and completed the chart. He attempted to
define perspective and make a connection.
Lee- He answered all the questions and
completed the chart. He defined
perspective, but was not able to connect it
to the world or others.
Anthony Ru.- He answered most of the
questions and completed most of the chart.
He defined perspective, but did not
connect it to the world.
Jadon- He thoroughly completed the
questions and the chart. He defined
perspective, but did not connect it to the
activity or the world.
Paty- She did not complete the questions,
but she did complete the chart. She defined
perspective, but did not make any outside
connections.
Shea- She answered all the questions
thoroughly and completed the chart. She
defined perspective, but did not make any
outside connections.
LOW
(Objectives not met)
Anthony- He did not answer the
questions, but he completed the chart.
He only gave an example of a different
perspective.
Deja- She completed half of the chart,
but did not answer the questions or
define perspective.
Layton- He completed half of the chart,
but did not answer the questions or
define perspective.
Issiah- He answered a few questions and
completed some of the chart. He did not
try to define perspective.
Sebastian- He completed the chart, but
did not answer the questions or define
perspective.
Steven- He answered all the questions
thoroughly and completed the chart. He
gave a vague description of the meaning
of perspective.
Anthony Ro.- He did not answer the
questions, but he completed the chart.
He only gave an example of a different
perspective.
Hagen- He answered all the questions
thoroughly and completed the chart. He
defined time and place, but not
perspective.
 Riley- She answered all the questions
thoroughly and completed the chart. She
defined perspective, but did not make any
outside connections.
Cody- He answered all the questions
thoroughly and completed the chart. He
defined perspective, but did not make any
outside connections.
35 % OF CLASS
Arissa- She did not complete the
questions, chart, or examine the
importance of perspective.
Melisse-She completed the questions,
but only finished half the chart. She did
not write anything on the topic of
perspective.
Tyler- He answered all the questions
thoroughly and completed the chart. He
defined time and place, but not
perspective.
42 % 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 EXPECTED LOW

(Objectives met) (Objectives partially met) (Objectives not met)

All the students could define and find
examples in the activity of different
perspectives and making connections to the
outside world, but they could not describe the
importance of looking at different
perspectives.
The students could define perspective, but
they had a hard time making connections
to their own lives or to the world. They
also were unable to describe the
importance of different perspectives.
The students didnt answer the follow up
questions that indicated if students could
identify different perspectives. Many of
the students could not define
perspective, make connections, or
describe the importance of different
perspectives.
 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)
-Guided practice: Students will discuss the
variety of ways perspective can be used in
stories, movies, and life. This will show students
how perspective affects their lives and how it
effects everyone different.
-Individual practice: Students will look at one
of their own stories and describe how their
story would change with a different
perspective. This will help students see how
their own life can change based on different
perspectives.
- Small Group: Students will work in small
groups or partners and create a list of why they
think different perspectives are important. This
will allow students to see why different
perspectives are important and it allows
students to teach each other.
EXPECTED
(Objectives partially met)
-Guided practice: Students will list
different stories, movies, or personal
events where different perspectives
effected the outcome. They will then
compare a situation of their choosing to
the activity and compare them. This will
allow students to make connections of
different perspectives to their own life and
eventually the world.
-Small Group: Students will pick a news
story or current event and discuss how
they felt about the story. They will then
describe how their perspectives were
different and then they will connect it to
the activity. This will show students how
easy a story can affect people in their own
way.
-Guided practice: Students will create a
collective list detailing the importance of
perspective in a story. They will have to
provide an example to back up their point.
This will allow students to see why they
will want to consider different
perspectives while they are writing.
LOW
(Objectives not met)
-Individual practice: Students will
complete the chart and supporting
questions. This will demonstrate that
students can identify different
perspectives and by they may not have
completed it before because they were
too distracted.
-Small Group: Students will create a
definition for perspective. This allows
students to bounce ideas off each other
for what they think perspective means to
create one definition. It also has the
students teaching each other.
-Guided practice: Students will list
different personal examples where
perspective affected the outcome of a
situation. This will have students examine
their own life and create personal
connections to different perspectives.
-Guided practice: Students will create a
collective list detailing the importance of
perspective in a story. They will have to
provide an example to back up their
point. This will allow students to see why
they will want to consider different
perspectives while they are writing.