This student achievement chart (SAC) tracks 24 students' ability to determine the main idea of a text and explain how it is supported by key details. It shows that after instruction, more students achieved higher mastery levels: the number of highly proficient students increased from 6 to 8, proficient from 5 to 9, and developing decreased from 10 to 8. No students scored at the emerging level on the post-assessment. The SAC uses details like multiple choice scores and short response questions to classify students into mastery levels and identify their work characteristics at each level.
This student achievement chart (SAC) tracks 24 students' ability to determine the main idea of a text and explain how it is supported by key details. It shows that after instruction, more students achieved higher mastery levels: the number of highly proficient students increased from 6 to 8, proficient from 5 to 9, and developing decreased from 10 to 8. No students scored at the emerging level on the post-assessment. The SAC uses details like multiple choice scores and short response questions to classify students into mastery levels and identify their work characteristics at each level.
This student achievement chart (SAC) tracks 24 students' ability to determine the main idea of a text and explain how it is supported by key details. It shows that after instruction, more students achieved higher mastery levels: the number of highly proficient students increased from 6 to 8, proficient from 5 to 9, and developing decreased from 10 to 8. No students scored at the emerging level on the post-assessment. The SAC uses details like multiple choice scores and short response questions to classify students into mastery levels and identify their work characteristics at each level.
This student achievement chart (SAC) tracks 24 students' ability to determine the main idea of a text and explain how it is supported by key details. It shows that after instruction, more students achieved higher mastery levels: the number of highly proficient students increased from 6 to 8, proficient from 5 to 9, and developing decreased from 10 to 8. No students scored at the emerging level on the post-assessment. The SAC uses details like multiple choice scores and short response questions to classify students into mastery levels and identify their work characteristics at each level.
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XIN YU LU
Student Achievement Chart (SAC)
New Example SAC Chart Reminder: Bring all student assessments to your pre- and post-conference
Standard: CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Objective: Students will be able to discuss the main idea of a story by using details from the text.
FAME Mastery Description of Student Work in each Assessment Data Outcomes:
Levels Mastery Category Description for ‘Highly Proficient’ - Pre Post
Number correct: 3/3 and 2 short response questions (10 Number of students: 6/24 8/25 points each, partial credit will be given for the short response question) total/full score is 50/50. Percent of Total class: 25% 32% Highly Proficient Characteristics of student work: Post: Students are able to Student Initials CJ,JL,CW,CG,KM,KJ. SR, DW, JY, LJ, JA, JL, correctly identify the main ideas in all 5 scenarios given, and AR, CW tell what the main idea is using text details.
Description for ‘Proficient’ - Number of students: 5/24 9/25
Number Correct: 3/3 multiple choice and 1 short response or Percent of Total class: 20% 36% a score of 40/50-45/50
Characteristics of student work: Post: Student identified at Student Initials: MW,EC,EL,EC,JC AL, EL, JC, CJ, SY, least 4 out of the 5 main idea questions using text details. MW, KJ, CG, KM Proficient Description for ‘Developing’ - Number of students: 10/24 8/25
Number Correct: 2/3 multiple choice and 1 short response or
a score of 30/50- 35/50
Characteristics of student work: Post: Student somewhat
Developing identified what the main idea is using text details (short Proficiency response) and at least ⅔ correct for multiple choice. Percent of Total class: 41% 32%
Student Initials: OJ,SY,SR,AL,OL,SH,JA,A EC, SH, OJ, EL, CJ, OL,
R,DW,LJ, TZ, EC
Description for ‘Emerging’ - Number of students: 3/24 0/25
Number Correct: 1/3 multiple choice and one short response/ Percent of Total class: 12% 0% no short response score of 25/50 or lower Student Initials: EL,JY,CJ Characteristics of student work: Post: Students are not able Emerging identify more than half of the main idea using text details. Proficiency
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