MONROE 1 BOCES
Student Work Analysis
Protocol
Student Work Analysis Protocol adapted from:
 Student Work Analysis Protocol from Rhode Island Department
of Education & the National Center for the Improvement of
Educational Assessment, Inc.
 Collaborative Analysis Protocol developed by the San Diego
Board of Education
 Vertical Slice Protocol developed at the University of Minnesota
Julie Johnson, Instructional Specialist Monroe 1 BOCES Julie_johnson@boces.monroe.edu
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 1
Directions: Student Work Analysis Protocol
Establishing the Context (5 minutes)
The facilitator leads the discussion of the following questions:
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Why this lesson?
How was the lesson presented?
What standards are assessed in this lesson?
What are the learning targets?
What is a proficient response?
How will you measure this learning target?
What do you anticipate as misconceptions?
Analysis of Student Work (15-20 minutes)
This is done individually.
Each teacher divides his/her student work samples into three (possibly 4) piles based on
performance: strongly meeting target(s), partially meeting target(s), not yet meeting target(s) (can
have a “not sure” pile). Teachers then examine each pile and ascertain what students were able to
do specific to the demands of the learning target(s). Teachers will then identify with what each
group struggled specific to the demands of the learning targets.
Each teacher then analyzes their notes to determine emerging patterns across levels and within
levels.
Discussion of Student Work Across Classrooms (20 minutes)
The facilitator leads the discussion of the following questions:
 With what did our students succeed relative to the demands of the learning target(s)?
 With what did our students struggle relative to the demands of the learning target(s)?
 What patterns emerged?
Discussion of Impact on Teaching and Learning (20 minutes)
The facilitator leads the discussion of the following questions:
 What was the impact on learners?
 What was the impact on instruction?
 What feedback and instructional strategies will benefit each level?
Reflection (10 minutes)
The facilitator leads the discussion of the following questions:
What was learned through this process?
How can I use what I learned from this protocol in my practice?
What might next steps for analyzing student work include?
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 2
Part I - Establishing the Context and Proficiency
Grade level/type of class: ________________________________________
Content Area(s): ______________________________________________
Why this lesson?
How was the lesson presented?
What standards are assessed in this lesson?
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 3
What are the learning targets?
What is a proficient response?
How will you measure the learning targets?
What misconceptions do you anticipate?
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 4
Part 2 – Sorting Student Work
1. Read student work
2. Without scoring, do a “quick sort” of students’ work by the general degree of the targets
met:
 Targets strongly met
 Targets partially met
 Targets not yet met
 You may have a “not sure” pile
3. Record student names in order to monitor progress over time
Strongly Meets Target
Partially Meets Target
Not Yet Meets Target
Not Sure
____ # Students
____ # Students
____ # Students
____ # Students
4. Optional - Choose a few samples from each pile to expedite analysis
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 5
Part 3 – Diagnosing Student Needs
Student
Work
SUCCESS
What did students do specific to the demands of
the learning target(s)?
STRUGGLES
What was missing in the work specific to the
demands of the learning target(s)? Include
misconceptions and wrong information
Strongly
Meets
Target
Partially
Meets
Target
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 6
Student
Work
SUCCESS
What did students do specific to the demands of
the learning target(s)?
STRUGGLES
What was missing in the work specific to the
demands of the learning target(s)? Include
misconceptions and wrong information
Not Yet
Meets
Target
Not Sure
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 7
Part 4 – Determining Patterns
With what did our students succeed relative to
the demands of the learning target(s)?
With what did our students struggle relative to
the demands of the learning target(s)?
Based on the findings in the analysis, what patterns emerged
within levels?
across levels?
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 8
Part 5 - Impact on Teaching and Learning
Based on the findings in parts 1 – 4 of the analysis process, what is the:
Impact on Learning
What conclusions can we draw?
What questions do our findings raise?
Impact of Instruction
What conclusions can we draw?
What questions do our findings raise?
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 9
What feedback and instructional strategies will benefit students at each level?
Feedback
Instructional Strategies
Strongly
Meets
Target
Partially
Meets
Target
Not Yet
Meets
Target
Not
Sure
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 10
Part 6: Reflection
What was
learned
through this
process?
How can I use
what I learned
from this
process in my
practice?
What might
next steps for
analyzing
student work
include?
Julie Johnson & Jeanette Atkinson, Instructional Specialists Monroe I BOCES
Analysis of Student Work Protocol Nov 2014
Page 11