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Teacher Assessment Overview

Eng Prof.Male & Female

Special Ed. Socio-Econ Dis.SED & Not SEDDemographic Filters: Special & Non

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Teacher: Biggs, JSection: H World Hist 2 - 1 (1174)

Assessment Title: Timed Essay 10H Unit 2 BiggsSite: Whittier Christian High School

All Reported RacesRace/Ethnicity

Performance Band Distribution

Mastered/Not Mastered Distribution

Performance Band(minimum % correct)

# ofStudents

% ofStudents

9- (5) Exceeds (89%) 2 8 %

8- (4) Meets (78%) 10 38 %

7- (3) Unevenly Meets 13 50 %

6- (2) Somewhat Attempts To 1 4 %

5- (1) Does Not Attempt (0%) 0 0 %

Total # of Students Tested 26 100 %

Category # of Students % of Students

Mastered

Not Mastered

25

1

96 %

4 %

Total 26 100 %

*Mastery performance bands are set to the district defaultbands unless users set their own Mastery bands for theassessment.

Generated by Illuminate Data & Assessment™ Printed by: null

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Question Group Performance

AreaAvg %

Corrent% at Mastery

% Not atMastery

# at Mastery # Not at Mastery Avg PointsTotal Points

Possible

Coherence and Vocabulary 79 88 % 12 % 23 3 7.2 9.0

Supporting Details 79 73 % 27 % 19 7 7.1 9.0

Thesis and Introduction 72 35 % 65 % 9 17 6.5 9.0

Topic Sentences 85 92 % 8 % 24 2 7.6 9.0


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Standard Performance

Standard Description of Standard Avg % Correct% of Students

at Mastery# of Students

at MasteryAvg

PointsTotal Points

PossibleCCWS1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that logically sequences the 72 35 % 9 6.5 26

CCWS1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the essay tothe claim(s) that creates cohesion and clarifies the relationships between claim(s) and reasons, 79 88 % 23 7.2 26

CCWS1d Establish and maintain a formal style and objective tone while attending to the norms andconventions of the discipline in which they are writing. 79 88 % 23 7.2 26

CCWS2a Introduce a topic and organize complex ideas, concepts, and information so that each new elementbuilds on that which precedes it to create a unified whole. 85 92 % 24 7.6 26

CCWS2b Develop the topic thoroughly by selecting the most significant and relevant facts, extendeddefinitions, quotations, or other information and examples appropriate to the audienceÕs 79 73 % 19 7.1 26

CCWS2c Use varied transitions and sentence structures to link the major sections of the text, createcohesion, and clarify the relationships among complex ideas and concepts. 79 88 % 23 7.2 26


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Teacher: Biggs, JSection: H World Hist 2 - 1 (1174)Course: H World Hist 2 (0454)






# ofStudents

% ofStudents

9- (5) Exceeds (89%) 5 19 %

8- (4) Meets (78%) 15 58 %






Mastered

Not Mastered

26

0

100 %

0 %

Total 26 100 %



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AreaAvg %

Corrent% at Mastery

% Not atMastery


Possible



Thesis/Introduction 81 96 % 4 % 25 1 7.3 9.0

Topic Sentences Link to Thesis and Content 92 92 % 8 % 24 2 8.3 9.0


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PointsTotal Points









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# ofStudents

% ofStudents

9- (5) Exceeds (89%) 5 19 %

8- (4) Meets (78%) 15 58 %






Mastered

Not Mastered

26

0

100 %

0 %

Total 26 100 %



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AreaAvg %

Corrent% at Mastery

% Not atMastery


Possible






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Teacher: Morrison, Todd Course: AP Gov&Politics (0407), U.S. Government (0405)

Assessment Title: Rubric for Timed Expository Essays Social Studies- US Government Q1Site: Whittier Christian High School





# ofStudents

% ofStudents

Exceeds Expectations (90%) 26 27 %

Meets Expectations (80%) 40 42 %

Unevenly Meets Expectations 23 24 %

Attempts Expectations (60%) 5 5 %

Does Not Meet Expectation 2 2 %



Mastered

Not Mastered

89

7

93 %

7 %

Total 96 100 %



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AreaAvg %

Corrent% at Mastery

% Not atMastery


Possible






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Whittier Christian High School Social Studies Department

Expository Writing Benchmark Analysis

Teacher: Morrison Course: CP United States Government Unit: Unit 2 - Federalism Date: 22 October 2014 Assessment: Timed Expository Essay

Essay Prompt

You need to write a minimum of a five paragraph essay based on the following prompt. The essay prompt comes in three parts. Answer all parts in your one essay. Use your knowledge of United States Government and politics to help you.

Part A Federalism divides power between the National Government and the States, giving the National Government the power and authority it needs to meet the demands of the nation but also preserves the uniqueness of each state. In your essay, define federalism and explain why the framers chose this system of government.

Part B In the Supreme Court Case, McCulloch v. Maryland (1819), the justices ruled affirmatively for the United States, furthering the issue of a strong national government. In your essay, explain who the major players were in the case? Give historical background to the case, describing in detail, the roots of the conflict. In addition, describe and explain the courts two part ruling. What were the major questions being answered and what in the Constitution was cited by the justices in their ruling?

Part C Finally, based on your knowledge of United States Government, how did the justices decision in this case increase the Federal governments power over the states and decrease the states ability to maintain much of its rights?

Analysis

Total of 100 students in 4 sections of CP US Government. 96 Students attempted the essay. 4 students did not.

Overall Question Group Performance Thesis and Introduction 89 met expectations, 7 did not meet expectations.

Topic Sentences 87 met expectations, 9 did not meet expectations.

Supporting Details 81 met expectations, 15 did not meet expectations.

Coherence and Vocabulary 81 met expectations, 15 did not meet expectations.

Overall, student essays met or exceeded expectations for this particular essay. The subject matter on Federalism, particularly the specifics needed to write about the court case in McCulloch v. Maryland, was more astute than I had anticipated. The large majority of students were able to construct thesis statements and introduce the subject of the essay. Those that struggled in this endeavor failed to use an appropriate hook and lead in statement.

The wide majority of students were able to build on the structure of their essays, writing strong topic sentences that focused on the prompt and building transitions that helped to carry over key details of the issues focused on. In addition, use of specific vocabulary was very strong in writing for those that passed.

The amount of time and emphasis placed on this unit of study along with the positive scores on the essay reflect the students commitment and interest in learning about Federalism and the Constitution.

Despite the strong majority of passing essays, there was a common group that did not fare well. This was our international student contingent. Of the students that were below expectations, international students were in the majority here. Since most of those students come from China, United States Government is a very difficult subject to understand. The idea of Federalism and democracy is very foreign to them, having no real experience living in a democratic society, with democratic freedoms.

My overall approach to teaching Federalism next year will not change much in terms on the content. What I feel I need to improve upon is modeling the structure of writing, including more paragraph writing on various smaller details surrounding the content. I also want to focus more on my international students on this topic. I intend to spend more time out of class offering tutoring sessions or finding additional resources for them to pursue in order to gain a deeper understanding.



Teacher: Hayward Course: CP United States History Unit: Unit 2 – Industrial Revolution/Immigration Date: 3 October 2014 Assessment: Timed Expository Essay

Essay Prompt:

Why is America known as a Melting Pot? Why did people come to the United States originally? Describe the different generations of immigrants. How has prejudice and discrimination grown out of the immigrant movement? How do you think America will be impacted by immigration going into the rest of the 21st Century?

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In reading through the exam essays for our unit on the Industrial Revolution and

Immigration in America, I felt like the students did ok, but I think the biggest area that

needs to be addressed is supporting details. While these are juniors and have written

essays before for other classes, I know that structuring and laying out how to link details

together along with creating a cohesive thesis will only help my students become better

writers. One of the challenges faced in this class for some of my students is the fact that

they are international students studying American history. They were able to connect

somewhat with this unit’s emphasis on immigration, but there’s more work to be done.

Some of the “lowness” that are represented in the scores, has to do with the language

acquisition and skills that these students possess. Part of a goal for next year in this unit,

and across the board, is to help this group of students learn how to write more effectively.

One way that I would like to have students improve on this essay is to key in on

some of the individual parts of the essay and have all students write smaller pieces, which

will ultimately be combined into an entire essay. Another strategy is to have a group

discussion on the final part of the essay. I plan to make this a dialogue that will take

place on Schoology. Even though the students knew this part of the question would be

there, I think the ability to interact with their fellow students- especially those that come

from different countries would be extremely valuable. Finally, I want to spend a day

discussing essay formatting in an effort to help reinforce, even for students who have

written in this way for a few years, the key elements of what goes in to an effective/

excellent essay.

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Teacher: Hayward Course: C.P. World History I Unit: Unit 3 – Ancient China Date: 21 November 2014 Assessment: Timed Expository Essay

Essay Prompt:

Part 1: Describe all four parts of the “Tang Policies.”

Part 2: Provide a strong argument as to which of these policies you feel like was the MOST important or useful throughout the empire.

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!

Overall, I was fairly surprised and disappointed by how poor these essays were.

It felt like students, for the most part, did little to prepare for and then execute the

writing. Some of the lack of quality might be due to the fact that for many of them,

this was their first real interaction with the people and history of China. Civilizations

like Greece and Rome have been covered in previous levels/grades, but usually this is a

first foray into the long culture and heritage of China. However, I think a large part of

it also could be “blamed” on the lack of in-depth preparation that I gave to them.

While I talked about the essay and encouraged them to prepare, I didn’t do as much to

spend time in class equipping them to succeed. As a result, the structure of their

paragraphs, introductions and writing in general, lacked a real quality.

For the coming year, I plan on spending a greater amount of time instructing the

students on the overall structure of an exam essay. There are several parts, and

especially for freshmen it is imperative that they be taught how to write well. I want to

designate days where students will be given parts of the essay to write and then have

an opportunity to critique their prose. This will give more direct feedback and

hopefully lead to a significant improvement on their understanding of the material, but

also of their writing.

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Teacher: Hayward Course: Hon. World History I Unit: Unit 2 – Ancient Rome Date: 2 October 2014 Assessment: Timed Expository Essay

Essay Prompt:

•Describe the division in classes in the early period of the Republic. Describe the groups and what each class was involved in. How did this impact Rome?

•Argument: Is the struggle between classes similar to that of the 21st century in America? Why or why not? Explain

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While some of the results were less than hoped for, I was generally

satisfied with the quality of the writing on this essay. As these students are in

my honors class, I do expect a higher than average standard of writing. This

was from the second exam of the year and I think that the shortcomings that

were witnessed in the writing can in part be attributed to the lack of time that

these students have had being trained to write at a higher level. I’m hopeful

that in coming essays a greater depth of detail and structure will be

demonstrated in the writing. I hope to see greater clarity in topic sentences

along with clearer supporting details.

For the coming year, I plan on spending a greater amount of time

instructing the students on the overall structure of an exam essay. There are

several parts, and especially for freshmen it is imperative that they be taught

how to write well. This continues to be a challenge for most young high

schoolers. I think it would be advantageous to give them opportunities to write

sample paragraphs and give them more direct critique as they prepare to write

their final essay for this unit.

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Teacher: Hall, Melinna

Assessment Title: SEMSETER 1 FINAL WH2Site: Whittier Christian High School





# ofStudents

% ofStudents

Advanced (90%) 1 1 %

Proficient (80%) 12 10 %

Basic (70%) 37 31 %

Below Basic (60%) 32 27 %

Far Below Basic (0%) 36 31 %



Mastered

Not Mastered

13

105

11 %

89 %

Total 118 100 %






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Assessment Title: Timed Essay 9thCP WH1 #1Site: Whittier Christian High School





# ofStudents

% ofStudents








Mastered

Not Mastered

19

1

95 %

5 %

Total 20 100 %



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AreaAvg %

Corrent% at Mastery

% Not atMastery


Possible



Thesis and Introduction 91 95 % 5 % 19 1 8.2 9.0

Topic Sentences 90 85 % 15 % 17 3 8.1 9.0


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Teacher: Hall, MelinnaSection: World History 2 - 1 (1095), World History 2 - 3 (1226), World History 2 - 4

Assessment Title: Copy of Timed Essay 10CP Unit 2 HallSite: Whittier Christian High School





# ofStudents

% ofStudents








Mastered

Not Mastered

34

0

100 %

0 %

Total 34 100 %



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AreaAvg %

Corrent% at Mastery

% Not atMastery


Possible




Topic Sentences 98 97 % 3 % 33 1 8.8 9.0


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Assessment Title: Timed Essay 10CP Unit 2 HallSite: Whittier Christian High School





# ofStudents

% ofStudents








Mastered

Not Mastered

70

42

62 %

38 %

Total 112 100 %



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AreaAvg %

Corrent% at Mastery

% Not atMastery


Possible




Topic Sentences 71 63 % 37 % 71 41 6.4 9.0


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Analysis

Totals of 120 students in World History II Total of 113 students attempted the Essay

Overall Group Performance

Thesis & Introduction 72.4% met expectation Topic Sentences 70.7% met expectations Coherence and Vocabulary 69.1% met expectations Supporting Details 66.9% met expectations

Overall, students met expectations Scores on the essay portion of this exam were not as high as I had hoped. This was the first essay exam of the school year and I expect that the scores will continue to improve and grow as students become more accustomed to writing essays as part of the process for assessing content knowledge.

As a result, the structure of their essays tended to be satisfactory for most of the class. Students were generally able to a strong thesis statement and introduction. Typically, students were able to write well-established topic sentences, but the linkage between topic sentences and supporting details were weak. Supporting details were difficult to identify and at times large portions of details were omitted. Some students were able to use historically specific vocabulary, but there was a significant amount of students who did not exhibit the practice of this skill.

I believe since this was the first exam of the year there is a need to revise more thoroughly in class what expectations are required to complete a successful essay.