Grade: 08

Subject: Science

Interim Assessment #: Snapshot #2

Goal Setting & Action Plan for Snapshot Assessments

Preparation for Individual/Team Data Conference

Content Area Goal:

Did I Achieve Overall Goal?

Assessment Overview

Standard and Test Items

Class Averages

8.2E
Process Skill
2nd =36%
3rd= 90%
4th =80%
5th =39%
6th =93%

8.5D

8.5E

8.5F

2nd =28%
3rd= 84%
4th =75%
5th =72%
6th =100%

2nd =50%
3rd= 90%
4th =85%
5th =44%
6th = 93%

2nd = 71%
3rd= 84%
4th =75%
5th = 89%
6th = 100%

Our successes
Standards We Rocked
OR
Encouraging Progress
(Celebrate!)

8.5D (3rd- 6th periods)

8.5E (3rd, 4th and 6th periods)
8.5F( all class periods)

Maintenance Plan (What was effective about your teaching of these standards?

We will continue to spiral in these objectives and include review

test items covering these objectives on teacher made
assessments.

How will you leverage Do Nows; Exit Tickets etc. to maintain these standards?)

Standards where less than 60% of students were successful

Standa
rd &
Items

Misconception/Student Error
(What did scholars misunderstand?)

Assessin
g
Mastery
(Exit Ticket;
Ind.
Practice;
Quiz)

8.2E
Process
Skill
2nd and
5th
Period

8.5D:
Chemic
al
Formula
s
2nd
Period
Only

Students struggle with the way

the questions are written for
this objective. Questions are not
always straight forward which
can cause some confusion
about what is being asked.
Students are supposed to
analyze the diagrams, charts
and information provided.
Students who are not mastering
this objective are not paying
attention to details or making
connections with the provided
information.

Students are not grasping the

concept of what to do when
there is a chemical formula
containing parenthesis and how
to count atoms in chemical
formulas.

Reteaching
Date/Ti
me

Re-teaching Ideas
(Different way to teach the
skill/concept; I-We-You;

Ongoing
Reinforcement/Spiral
Review
(Do Nows; Cumulative
Review; HW)

language ideas; small-group; wholegroup; etc.)

All
methods
mentione
d above
in
example

On goingall school
year

All
methods
mentione
d above
in
example

Oct. 31Nov. 11th

Continue to provide students with charts,

graphs and diagrams. However, instead of
giving multiple choice answers to what the
charts, graphs and diagrams are
referencing, have the students analyze the
patterns and trends they see with no
questions. After the students are
successfully able to recognize patterns and
trends, I will give them questions to go
along with the charts, graphs and
diagrams. Hopefully then they will be able
to correctly answer questions.
The re-teaching of this objective will be
whole group. There were only 4 students in
this class period who mastered the
objective.
I will use those 4 students as peer tutors to
assist the other students who are
struggling.

Process skills are

imbedded into every
Science TEK, so we will
continue to spiral and
review charts, graphs
and diagrams the entire
school year.

Spiraled objective

I will also use the white boards and dry

erase markers to help quiz students on
their responses. I will also challenge them
through competition against one another in
hopes that they grasp the concept.

8.5E:
Evidenc
e of
Chemic
al
Reactio
ns
2nd and
5th
Periods

Students did not make a

connection with the pneumonic
device that was taught (City
Girls Love Their Phones) to
recognize evidence of a
chemical reaction.
These classes struggle with
retention and language barrier.

All
methods
mentione
d above
in
example

Nov. 718th

These students will be reassessed on Nov.

11th in this objective.
Students will receive more sample
questions with evidence of chemical
reactions. They will be required to write the
pneumonic device on each question and do
a check of any evidence of chemical
reactions stated in the questions. Students
will then have to answer open ended
questions using their evidence of a
chemical reaction. (No multiple choices
answers will be given until the
assessment.)

Spiraled Objective

Item Analysis - Action 3:

Using the test item analysis report and the assessment, identify test items where student answer
choices are scattered. For example, 17% selected incorrect answer A, 23% selected incorrect answer
B, and 27% selected incorrect answer choice C. There may be some test items where only one or
two incorrect answer choices were selected a significant percentage. These patterns may be the result
of students guessing.

Test Item
TEK/SE

Incorrect
answer
Percenta
ge

#1/ 8.5D

2nd- 50%
3rd- 5%
4th- 35%
5th- 17%
6th- 14%

#2/8.2E
8.5F
Dual coded

2nd- 50%
3rd- 21%
4th- 15%
5th- 94%
6th- 13%

Use the assessment to review the test

item and identify possible reasons for
the spread of answer choices and/or
possible reasons for EACH wrong
answer choice.

The students in 2nd period are struggling

with chemical formulas containing
parenthesis. Because there is a math
aspect of multiplying, they are not
grasping the multiply the inside number
times the outside number.
Students are not looking carefully at the
diagram provided and connecting the
evidence for a chemical reaction taught.
Students also did not use the pneumonic
device taught to recognize evidence of a
chemical reaction: City Girls Love Their
Phones (color change, gas produced, light
produced, temperature change, precipitate
(solid) )

Identify Next Steps For example:

inst. Pacing calendar adjusted for
more time, analysis of TEK/SE to
ensure depth/rigor and complete
teaching of TEK/SE, align
instruction w/assessment, used
different resource (identify), etc.
A reteach will have to be done. After
that, reassessment and continuous
spiraling of this objective.

It is evident that students need to be

shown this objective in multiple ways to
ensure they understand this objective.

#3/8.5D

#7/ 8.5F

2nd- 71%
3rd- 53%
4th-35 %
5th- 39%
6th- 27%

2nd- 79%
3rd- 74%
4th- 75%
5th- 67%
6th- 60%

Griddable Question:
Students shy away from these questions
because there is no multiple choice and
they struggle with computing the answer.
Students who did not master this objective
did not pay attention to what the question
asked them and apply what had been
taught.
Griddable Question:
Students shy away from these questions
because there is no multiple choice and
they struggle with computing the answer.

Griddable questions will be imbedded

into the lessons at least 4 times each
week until the end of the school year to
ensure that they understand how to grid
answers correctly.

Griddable questions will be imbedded

into the lessons at least 4 times each
week until the end of the school year to
ensure that they understand how to grid
answers correctly.

Students who did not master this objective

did not pay attention to what the question
asked them and apply what had been
taught.

#8/8.2E

2nd- 43%
3rd- 27%
4th- 35%
5th- 29%
6th- 14%

Some were able to compute the correct

answer, but rounded the answer to the
nearest whole number instead of the
nearest hundredth as the question asked.
(issues with math/ place value)
Students also did not use the pneumonic
device taught to recognize evidence of a
chemical reaction: City Girls Love Their
Phones (color change, gas produced, light
produced, temperature change, precipitate
(solid) )

It is evident that students need to be

shown this objective in multiple ways to
ensure they understand this objective.