Student Work Analysis Protocol

Subject: Algebra I (Voyager) Grade Level: 9th/10th

Formative Assessment/Performance Task: Quadratic Application Task Cards
A. Reaching Consensus about Proficiency
 What are the students expected to do?
o Students will need to demonstrate their knowledge of how to use and manipulate
quadratic equations by completing a minimum amount of task cards. They will work
in pairs in order to answer a series of 3 different questions relating to one equation
for each card.
 Which content standards or curriculum are being assessed?
o CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by
hand in simple cases and using technology for more complicated cases.
 What do you consider to be a proficient response on this assessment? Exactly what do
students need to say or write for you to consider their work proficient?
o Students will need to have proper set up in order to be considered proficient for this
standard. The basic arithmetic is not being considered in the evaluation for this
assessment. In order to meet the objective, students will be able to read the questions
in context and know which feature of the graph (maximum, minimum, vertex,
intercepts, etc.) each question is asking them to find. In addition, they will be able to
demonstrate their knowledge of how to find each feature of the graph by showing
correct work in setting up the solving process (i.e. they will know when to set a
quadratic equal to 0, they will know when it is useful to factor, they will know when
it is best to use their calculator, etc.). Incompletion will not meet the objective.
 Did the assessment give students a good opportunity to demonstrate what they know?
o Ample time was given for students to complete this assessment in pairs and several
resources such as teachers, examples, notes, and calculators were also given.
Students had a great opportunity to demonstrate what knowledge they have about
quadratics because of the more advanced level of the questions being asked of them.
However, a lack of motivation stands in the way of this demonstration from several
students.
B. Diagnosing Student Strengths and Needs
After reaching consensus, 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 EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Hope Heidi Brittany D'Anthony
Logan Sariyah Mason Galen
Josiah Emily Rogilio Emiliano
Sidney Kennedy Kelly Khalid
Antwonne
24% 52% 24%
C. Choose a few samples to review from each level (low, expected, high) and discuss and
identify the prerequisite knowledge that students demonstrated that they knew.
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Followed directions; showed Follow instructions mostly; Little knowledge of quadratic
work (even if incorrect); Correct recognition of features; Knew how to read
Correct recognition of graphical features; A little graph
graphical features; Correct set struggle with finding
up and manipulation of solutions; Struggle with
equation; Struggle to use calculator; Knew how to read
calculator; Knew how to read graph
a graph

D. Using the reviewed samples from each level, discuss and identify the misconceptions, wrong
information, and what students did not demonstrate that was expected.
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Can use calculator on any Thinking that every question Incomplete; Did not follow
problem but need to show would model the class directions; No work shown;
work on ALL problems; example; Confusing when to Incorrect processes; Did not
Misusing the calculator; set a quadratic equal to a use allotted tools; Could not
Incorrect arithmetic number with when to plug in understand context of
a number; Not knowing how questions
to properly use the calculator

E. Identifying Instructional Next Steps

After diagnosing what the student knows and still needs to learn, discuss as a team the learning
needs for the students in each level considering the following questions:
 What patterns or trends are noted for the whole class?
o The class as a whole struggled with how and when to use the calculator. The context
of the questions seemed foreign to the students so they may need more prior
exposure.
 What instructional strategies will be beneficial for the whole class?
o Because of the pace of the class as a whole, this type of application should take more
than one day for these students. A strategy that should be used is to do many
examples spread out over several days and have kids practice with questions that are
modeled the same way then moving into loosened reigns where each type of problem
is mixed into practice. Another helpful thing for these students would be to have
graphical representations alongside the problems to think through what each question
is asking them to find in terms of graphical features.
 Based on the team’s diagnosis of student responses at the high, expected, and low levels,
what instructional strategies will students at each level benefit from?
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
Pictures/graphs; Slower Pictures/graphs; Slower Pictures/graphs; Slower
pace; More calculator pace; More calculator pace; More calculator
practice practice practice; Fewer problems;
assigned partners