Module 4 - Looking at Student Work
This module helps educators learn about how to use student work collected from medium cycle assessment tasks to determine how much students have learned as well as identify the strengths and areas for growth in assessment design and instructional practice. They also learn about how to identify and embed meaningful assessment opportunities in a lesson or learning sequence to inform instruction and guide student learning.
Module 4 consists of five sessions:
In this session, participants consider the range of possibilities for what student work can be collected in assessment and instruction. They consider what educators can do with student work artifacts. Finally, they list all the possible student work artifacts that can be collected or observed in a unit or learning sequence and compare the range of student work against their vision for student performance and assessment they captured in their Knobs and Constants Chart (Session 2.1).
In this session, participants consider an assets approach to the ideas students have about science topics and concepts to better understand how to support learning and instruction. They learn and use a protocol to analyze student work samples from an assessment task using a facets of thinking approach that can be used to guide student feedback and future instruction.
In this session, participants learn about the importance of instructionally embedded formative assessment in supporting student learning and instructional design. They spend time planning how they will identify, collect and evaluate student work during an upcoming lesson using a thinking map.
In this session, participants learn about one kind of formative assessment strategy called Exit Tickets for short cycle assessments. After reviewing four Exit Ticket examples designed for different purposes, participants will use the steps of the formative assessment cycle to create an Exit Ticket to be used in their own instruction. Participants utilize a planning tool and a summary guide to design their Exit Tickets.
Session 4.5 - Rubrics for Equitable and Inclusive Feedback
In this session, participants learn about the importance of equitable and inclusive student-centered rubrics. Participants will leave the session with an understanding of tools they can use to build more equitable and inclusive rubrics along the assessment continuum.
General Module 4 Materials
Technology Tools
Module Handouts
H4-3 Protocol for an Assets Approach to Looking at Student Work
H4-5 Tasks and Activities that Elicit Evidence of Student Learning
Handouts from other modules to be used in Module 4
Module Charts
Module Resources
Resources developed in other modules to be used in Module 4
Knobs and Constants Chart (from Session 2.1)
Path of Student Learning and Thinking across a Unit of Instruction (from Session 3.1)