Looking at Student Work
Looking at Student Work

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Collecting Student Work

Below 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.

Possible Samples:
Developed by AISR for the Math/Science Project and revised for NSRF.

  • written work (or artwork) from several students in response to the same assignment
  • several pieces of work from one student in response to different assignments
  • one 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)
  • work done by students working in groups (include work of at least two groups that were given the same assignment)
  • videotape, 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 skills)
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.


Tips for Teachers on Collecting Student Work
Orginally developed for users of the Tuning Protocol.

  • Collect multiple samples from students at different levels (2-4 samples).
  • Remove student names from samples (if possible).
  • Context documents (description of objectives, rubric, assignment, etc.) should be provided along with student work samples.
  • Enough 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.
  • Video of presentation (if applicable) should be brief (a 5 minute clip is usually enough)
  • Teacher(s) 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?
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