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C-7 Analysis of Student Work

DIRECTIONS: After the support provider observation, review student work completed from the lesson observed. Attach
copies of the three focus students’ graded/scored work. Remove last names for confidentiality.

Describe what your students were able to achieve in relation to the academic content standards taught and your
learning goals.

Class:

The lesson is part of a larger project in which groups of two were assigned various controversial topics to research and
eventually debate from a particular perspective (e.g. the pros and cons of NAFTA, No Child Left Behind, undocumented
immigration…). As a result of the lesson highlighted students debated the question of whether or not NAFTA has been
beneficial to North American economies. The students who debated were very well prepared. They had conducted extensive
outside research and were aware of the opposing arguments. They followed a very specific and formal debate structure.
They were able to present their arguments in a concise manner and within the alloted time frame.
Observing students were engaged, taking notes on a specifically designed student handout, and were asking relevent and
challanging questions.
In previous lessons students explored NAFTA and understood it in a more rudimentary policy process framework. This
lesson allowed the students to really explore the substance of the treaty, the reasons for its political volatility, and ultimately
develop their own opinions about it.
Judging by student participation, their written responses, and subsequent class discussion, the lesson was very successful.

Focus student 1: English Learner

Adriana was able to complete the notes worksheet to an adequate degree but did not participate extensively. This is typical
behavior for her. I attribute this to the fact that she is developing her language skills and as a result has limited confidence.
She did participate in the subsequent class discussion but only as a result of me asking her a specifically taylored question. I
feel that this is an appropriate level of participation for her in this stage of her language development. In assessing her
written work from the lesson it was apparent to me that she was engaged and able to identify the key arguments posed by
both sides of the student panel.

Focus student 2: Special Populations

My special needs focus student performed well during this lesson. He paid close attention to the debates, drafting questions
while the students were debating. On a couple of occasions he attempted to ask a question during the wrong phase of the
debate (the debate was structured with specifically scheduled opportunities for questions). I had to ask him to hold the
question until later. When he was given the opportunity to pose the question he had a difficult time expressing it. As a
result, I gave him some assistance, helping him to clarify the question. Ultimately, it was a good question and it added to the
quality of the discussion / debate. During the subsequent class discussion he presented his views on the NAFTA policy and
displayed a rudimentary understanding of the issues. Likewise, his written responses showed that he was able to identify the
key components of the opposing arguments with only a couple misunderstandings (these were sorted out in the subsequent
class discussion.

Focus student 3: Choice

Copyright © Commission on Teacher Credentialing and the California Department of Education July 1, 2008
Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09
C-7 Analysis of Student Work Page 1 of 1
This student's performance during the lesson was very impressive. She was very thoughtful and engaged throughout. She
displayed a genuine interest in the subject matter and a desire to develop her understanding of the issues. Furthermore, it
was apparent to me that as a result of the activity she was able to develop rather well founded opinion on the issue of
NAFTA. She took very thorough and very precise notes. She identified the dominant arguments during the debate and was
able to explain why. In addition, she asked several very good, well calculated questions, thus challenging the debate teams
and adding to the depth of the overall discourse.

Copyright © Commission on Teacher Credentialing and the California Department of Education July 1, 2008
Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09
C-7 Analysis of Student Work Page 1 of 1

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