DRAFT: This module has unpublished changes.


Literacy Assessment Commentary

Analyzing Students’ Learning


a. Identify the specific standards/objectives measured by the assessment you chose for analysis.

The assessment I chose for analysis is the making predictions graphic organizer. This is an evaluation tool that can be used during (informal) or at the end (summative) of the lesson to assess students performance on a specific task. The common core state standards that supported the objective for this lesson are standard 1. ELA: Students will read, write, listen and speak for information and understanding. RL. 7 Explain how specific aspects of a text illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting).


b. Provide the evaluation criteria you used to analyze student learning.

The evaluation criteria used to analyze students learning was based on whether they supported their prediction with information from the story.




Emerging (0)





Students will write predictions about a story.


Student did not write any predictions about the story


Student wrote at least one prediction about the story.


Students wrote two or more predictions about the story.



Students identify supporting details to determine predictions confirmed or contradicted.


Student did not identify any supporting details


Student identify at least one supporting details from the story.


Students identified two or more supporting details from the story.



c.  Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.

For the first criteria that require students to write predictions 98 percent of the students in the class wrote something under that column. But only about 70% of the predictions were acceptable. Then for the second criteria where students identify or used supporting details from the text to support their predictions was what students struggled with, fewer students were able to use text evidence.  This performance rubric serves as a guide for me to see if students did understand the concept clearly as I wanted them to and what modification I will need to make to my lesson.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      


d.  Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to

  • the essential literacy strategy and
  • requisite skills

Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge)


Based on the sample analyzed and assessed for the 3 students the results indicated that 2 out of 3 were able to make more than one predictions and the one student made only one prediction. This evidence proves what is stated above about 98% of the students grasp the concept of making predictions. However among the 3 the ESL student still has difficulty with recall of text evidence. This pattern of learning indicates that some student require scaffolding through guided practice by using questioning. Also to constantly remind them to make a movie in their mind to help them predict.



DRAFT: This module has unpublished changes.