|PRE-ASSESSMENT ANALYSIS SHEET FOR NEW VISONS GLOBAL HISTORY CURRICULUM|
|Purpose and Use|
|This pre and post-assessment analysis sheet is meant to accompany the New Visions Global History Curriculum pre and post-assessments for Global I and Global II that are aligned to the Global II Regents Exam which can be found at https://curriculum.newvisions.org/social-studies/. The purpose of this sheet is to guide teachers in analyzing student work to help them determine the best next steps for students to improve their writing. |
This sheet is meant to be useful for the greatest number of users, so there are a number of strategies for analyzing students' pre and post-assessment work. You and your colleagues should discuss how you would like to use the student work from the pre and post-assessment, what sections of the assessment you would like to focus on, and what information would be most useful to you given your instructional goals and the students that you work with, then you should modify this analysis sheet to fit your needs.
Make this analysis sheet your own.
|Link to Global I Pre-Assessment||Link to Global II Pre-Assessment|
|Suggestions for Analyzing Student Work|
|1. Work with colleagues|
Analyzing student work brings up a lot of questions and it is easier to answer those questions when you have some help. Also, if you assess the work with someone who teaches the same students as you, you will learn more about which skills your students struggle with and which they have mastered.
|2. Use this skills-based rubric |
The rubric identifies nine skills that can be assessed using the pre-assessment.
|Link to skills based rubric.|
|3. Record student scores using Pre-Assessment Analysis Sheet |
The analysis sheet aligns to the skills-based rubric and provides teachers with a place to record scores and a tab that analyzes aggregate information.
4. Score students based on evidence. Do not make inferences about your students’ skills.
For example, if a student writes “Christopher Columbus sailed from Europe and landed in the Caribbean in 1492. People traded gold, slaves, tobacco, and cotton in the Atlantic Ocean” the student has not provided evidence that he/she knows there is a connection between Columbus’s voyage and an increase in trade. To show this a students would need to add a phrase like “which led to.”
5. Give credit to skills that a student demonstrates consistently
If you are assessing both the free response and enduring issues paragraph/essay, only give students credit for a skill if they demonstrate if across both responses. For example, if a student identifies the main idea of the paragraph in the free response, but not in the document based paragraph, give them a score of “0-Does not identify main idea of the paragraph” because they have not shown the ability to consistently do so. This applies only to those skills that can be assessed using both responses. “Use of Documents,” “Contextualization,” and “Analysis in Cause and Effect Writing,” for example can only be assessed using enduring issues paragraph/essay.
6. Categorize students based on writing skills
Record your students’ performance and group them into those who:
- have not yet mastered sentence-level skills
- have mastered sentence-level skills but not yet paragraph-level skills
- have mastered both sentence and paragraph-level skills
Based on the results, set learning targets for the next unit or marking period for those groups of students and gear your instruction towards helping them improve and move on to the next level.