Collecting Student Work
are some examples of student work you might bring to a session. Whatever
you choose to bring should be accompanied by the assignment/directions/prompt
that you provided for the students and, if appropriate, by specific reference
to relevant portions of whatever student outcomes, learning goals, standards,
and/or curriculum frameworks you use.
Developed by AISR
for the Math/Science Project and revised for NSRF.
Whatever you choose
to bring, keep in mind that it should be something about which you have
a real question or concern, that you are curious about, or would benefit
from several pairs of eyes looking at it. Remember, this is an opportunity
to have others help you examine the work.
work (or artwork) from several students in response to the same assignment
pieces of work from one student in response to different assignments
piece of work from a student who completed the assignment successfully
and one piece from a student who was not able to complete the assignment
successfully (same assignment for both)
done by students working in groups (include work of at least two groups
that were given the same assignment)
audio tape, and/or photographs of students working, performing, or
presenting their work (this might be particularly useful for very
young children who haven't yet acquired adequate written communication
Tips for Teachers on Collecting Student Work
Orginally developed for users of the Tuning Protocol.
multiple samples from students at different levels (2-4 samples).
student names from samples (if possible).
documents (description of objectives, rubric, assignment, etc.)
should be provided along with student work samples.
copies for everyone. If original work (e.g., piece of artwork,
complete portfolio) is the focus, let facilitator know in advance
so s/he may think about format for presentation.
of presentation (if applicable) should be brief (a 5 minute
clip is usually enough)
should be prepared to give brief (15 min.) description of the context
for the student work, including objectives, assignment, time and organization
of task/project, scoring criteria.
- Teachers presenting work should prepare a "focusing
question" about the work, e.g., Do the samples provide evidence
of analytical writing?