Petr Holubar

Trish Engelhardt
April 16, 2016
STUDENT WORK ANALYSIS PROTOCOL

Subject area: Spanish

Proficiency level: Novice-High
Formative task: 3 Part quiz - 1. fill in the blank, 2. explain a process, 3. Give examples of
irregular verbs. Quiz is autocorrected at the end of the lesson.

Expectations
My objective for the lesson on participio pasado was for students to be able to self-correct at
the end of the lesson a mini-quiz that focused on theoretical knowledge, practical application
and irregular verbs. I wrote the quiz to assess prior knowledge at the beginning of the lesson
and to assess progress made by the end of the lesson. The quiz was worth 10 points, my goal
was for every student to be able to get 7 points or more.
I chose two subgroups - 1. males vs. females and 2. Active class participants vs. quiet
students. I had 13 boys and 6 girls in my class and I divided the active versus passive
students by 9 vs. 10. I expected the low proficiency levels to be mostly boys and mostly active
students, because there are several that might be too active and not focused. The high
achieving students in this class are almost equally divided between males and females, I also
expected several of the passive students to score well - they are focused and since this was a
written assessment, their shyness would not play a role. These expectations proved to be
accurate as you may see in table 1.

A. Reaching consensus about proficiency

Students are expected to have a very minimal knowledge about the grammatical concept of
participio pasado. They might have a vague idea about from other contexts. At the end of
the lesson, however, students should be able to correct all of their initial misconceptions and
give practical examples as well as theoretical background knowledge.
Standards addressed/assessed - 1. Communication in language other than English.

Proficient response would be 7/10 points at the end of the lesson. That means 7 correctly
conjugated verbs, both regular and irregular, theoretical explanation of the process of
forming participio pasado. The quiz is worth 10 points total.
It gave them a tremendous opportunity to see their progress between the beginning and the
end of the lesson.

B. Diagnosing Student Strengths and Needs.

Participio Pasado

male/female

active/passive

High (objectives
met)

10

53%

6/4

4/6

Expected (partially
met)

32%

4/2

3/3

Low (not met)

15%

3/0

2/1

Prerequisite knowledge
Expected (partially met)

Students had some understanding at the

beginning of the lesson, at the end, they were able
to score 70% or higher . Some of these examples
seem to be more of a motivation failure (they knew
the quiz was not going to count toward their grade)

Low (not met)

All 3 of the students that fell into this category did

not even fill in parts of this quiz. Judging by the
specific students, this is a motivation, not
proficiency issue. (the 3 students are not
struggling students who would perhaps give up
due to the difficulty of the task). Some of the active
students that fell into this category may be too
distracted.

D.
Misconceptions
High (objectives met)

These students demonstrated good theoretical

knowledge, they were able to use this knowledge
in context, but some still struggled with irregular
forms. That makes me question their level of
attention and engagement throughout the lesson,
because we used the irregular verbs several times
in several different contexts.

Expected (partially met)

The main misconception in this category seems to

be steaming from a shaky theoretical knowledge some students consistently form incorrect tenses
as a result.

Low (not met)

Judging by their verbal engagement during the

class, these 3 students have a good working
knowledge of the grammar presented, but they
could not (or would not) prove that on their quiz.

E. Identifying Instructional Next Steps

The entire class would benefit from a more extensive practice of the irregular forms of
participio pasado, this proved to be the single most unifying element between all 3 levels. The

entire class also needs to understand that even the non-graded assessments are worth an
effort, that they benefit their learning and retention.
To achieve the above mentioned targets, I believe my students would benefit from a more
diverse differentiation - we focused mainly on auditory input (we did a song, lots of
conversational questions), I will incorporate more visual prompts and exercises. I would
choose the Frayer model to maximize differentiation - the model prompts each new term,
vocabulary or verb tense to be expressed in 4 different ways - visual (such as picture or a
drawing), association (could be completely free association), definition and an example.

Planned strategies
High (objectives met)

These students could take the Frayer model and

apply it to more complex structures - they can
define entire phrases, using the grammatical
concept studied.

Expected (partially met)

These students can benefit from the Frayer model

strategy to cement the theory (definition) in their
brains and to retain them better. This will also
differentiate the material for them.

Low (not met)

These students need to be incorporated in the

class culture and activity in a more productive way.
These are smart students that chose not to
participate - I will closely monitor to assess if this
was a one time occurrence, or if this is a prevalent
symptom.

Overall, I am not happy with nearly half of the class scoring bellow my goal of proficiency. I
believe I should have motivated my students to take the quiz more seriously, motivation was a
big part of the poor test results. I also could have differentiated the lesson to address more than
just auditory learners. I am happy with the growth that this assessment documented, I think we
played a good foundation, but based upon these assessment results, this topic needs to be
revisited in class again.