Handout: Panel Tool

Description

The first step in the process is to describe the important elements that meet your senses. As you describe, do your best to “stay close to the evidence”. Save interpretations and conjectures, we’ll have opportunities to share those later. Note your observations here.

Questions:

(Use the space below to record questions that you have when looking at this work sample). What questions does this work sample raise for you?

Speculating

Considering the descriptions of the student work (both yours and others from the group), now speculate about what learning is evident in the work sample(s). What do you think students now know and are able to do as a result of this experience? Be as specific as you can and support your conjectures with evidence.

Use the space below to speculate on the following:

What is clear about what students know based on the student work? 

What is clear about what students can do based on the student work?

Assessed Benchmarks

Read the benchmarks that were selected for assessment in this unit. Below, take notes on the evidence you see in each benchmark to indicate whether the verb(s) and concept(s) were addressed. Use the space below to record evidence you see in each benchmark:

Evidence of learning described in the benchmarks:

Benchmark #1

Benchmark #2

Benchmark #3

Others:

Leftovers 

Note any learning in the work that is not described by benchmark language, or any benchmark language that is not present in the student work.