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Analysis of Student Work: TH TH

This document summarizes a teacher's analysis of a 9th-11th grade algebra exam on exponents. The teacher sorted student work into three categories: exceeds expectations, meets expectations, and below expectations. The teacher identified specific issues for several students, such as solving recursive routines and simplifying expressions. To address these issues, the teacher plans to incorporate more warm-up practice on difficult concepts and assign less complex homework. The teacher also wants feedback from students on how to improve instruction.

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Ryan Aker
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© Attribution Non-Commercial (BY-NC)
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41 views

Analysis of Student Work: TH TH

This document summarizes a teacher's analysis of a 9th-11th grade algebra exam on exponents. The teacher sorted student work into three categories: exceeds expectations, meets expectations, and below expectations. The teacher identified specific issues for several students, such as solving recursive routines and simplifying expressions. To address these issues, the teacher plans to incorporate more warm-up practice on difficult concepts and assign less complex homework. The teacher also wants feedback from students on how to improve instruction.

Uploaded by

Ryan Aker
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Analysis of Student Work

Teacher’s Name: Ryan Aker Assignment Title: Unit 7 Quiz


Grade and Subject: 9th-11th grade Date: 2/28/11
Algebra One
Briefly describe the assignment: List the Learning Objectives:

The Unit 7 Exam is on the concept of exponents. -Students can convert an expression from standard form to
The test is handed out at the beginning of the exponential form.
period and students are given the entire period to -Students can write a recursive routine
complete it. -Students can use the Power, Product, and Division Properties to
evaluate exponential expressions
-Students can use Scientific Notation to rewrite numbers in
Standard Notation
-Students can solve expressions involving Scientific Notation

Part 1: Describe expected student responses on the assignment that would show that the
objectives are met. Include the evaluative criteria that will be used to determine whether a
response is below, meets, or exceeds the objectives.

Exceeds Expectations:
- Students recognize that after getting a correct exponential form involving a fraction, the
coefficients are reduced.
- Recursive routines are expressed with the exponent as x in one equation and 3 in another
Meets Expectations:
- When given a problem involving Scientific Notation, students recognize that ANSWERS also
need to be in correct Scientific Notation form
- Exponents are all expressed in positive form
- Operations of exponents are properly used
Below Expectations:
- Negative exponents are left in the equation
- Coefficients are not properly evaluated
- Power and Product Properties of exponents are confused
- Numbers are not written in proper Scientific Notation

Part 2: Sort the student work. Write first names below.


Below Meets objectives Exceeds

Robert Austyn Madelyn Nadia


Dakota King Erek Florencio
Conner Bryndis Inassa Jamie
Sergey Ryan Sarah Chanelle
Nicholas Zimel Salena Kendal
Tyler Emily
Evan Ian
Chayse
Jeff
Daniella
_18_% of class

_26_% of class _ 56_% of class

Part 3: Take a closer look at the student work to find incomplete understandings,
misconceptions, or other student needs (including engagement or greater challenge). List those
you identify with student first names for each.

Tyler, Sergey, and Nicholas have all taken Algebra at least twice before. Lack of effort plays a
role in their consistently poor performance. However, their tests all show areas of understanding
in all parameters of the test requirements. They’ve seen the material before and can do basic
exponent operations. They need to get engaged enough to take the next step from basic
understanding to total understanding/mastery.

(Sample Exam posted on website) Chayse – solving for a number in a recursive routine, slight error on
evaluating negative exponents, basic understanding of how to use Scientific Notation

Jeff – Simplifying expressions involving multiple properties

Madelyn and Conner – Solving a recursive routine. Converting negative exponents to positive

Zimel – Simplifying expressions involving multiple properties and terms. Writing answers in Scientific
Notation.
Part 4: What instructional strategies could you use to address the issues listed above?

Warm-ups: I didn’t spend enough time on certain concepts, such as Scientific Notation, and may
have spent too much time on others. During future lessons, I could use a Warm-up activity
during the first few minutes of class to keep going through material that wasn’t covered in
enough detail.

Gauging Assignments: Students got a little overwhelmed towards the end of the unit because of
how complex the assignments became. This turned out to be unnecessarily difficult as most of
the test covered questions less detail. Simplifying my lesson could have saved a day in
instruction of new material.

Inside, then outside: Students could have used more practice with working on expressions that must be
evaluated inside of the parenthesis before anything else. Many students evaluated exponents that were
outside of the parenthesis far too early.

Part 5: What additional information about your instruction and student understanding would you
like to have? How could you collect it?

I would ask the students if they could get out a piece of paper and write answers to the following
questions:
1. Is there anything different that I could do to improve your learning experience.
2. What was the most confusing part about the previous unit for you.
I could use this information to plan my units in a more effective manner and plan warm-up
assignments that align with areas that a majority of the students found confusing.

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