Observation Analysis Paper Template Page 3
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16ANALYSIS OF OBSERVATION(S)
Step 1: Summarize what you have observed.
0
1
2
3
4
Missing
Unsatisfactory
Emerging
Proficient
Exemplary
No summary was provided.
Summary addressed one or
Summary addressed two or
Summary addressed at least
Summary addressed all the
none of the key events
three of the key events
four of the key events
key steps related to the
related to the target topic
related to the target topic
related to the target topic
target topic observed in the
observed in the classroom.
observed in the classroom.
observed in the classroom.
classroom. In Step D, three
No examples were included
One example is presented
At least two clear examples
or more clear examples are
Summary Elements
to support key ideas.
to support key ideas.
are presented to support key
presented to support key
Summary includes
Extraneous opinions or
ideas. Extraneous opinions
ideas. No opinions or
extraneous opinions or
reflections are included; the
or reflections may be
reflections are added; the
reflections; the writing
development of ideas is not
added; the progression of
writing is unified and
lacks unity and coherence.
completely logical or
ideas and information is, for
coherent throughout.
coherent.
the most part, logical.
Step 2: Analyze Observation & Connection to the Standard
No analysis was provided.
Makes little or no
Makes appropriate but
Makes appropriate
Makes appropriate,
connection between the
somewhat vague
connections between the
powerful and original
topic of focus, the
connections between the
topic of focus, the
connections between the
classroom observation, and
topic of focus, the
classroom observation, and
performance activity and
Analysis Elements
the standard. No examples
classroom observation, and
the standard. At least two
the standard. Three or
were included to support
the standard. One example
clear examples are
more clear examples are
key ideas.
is presented to support key
presented to support key
presented to support key
ideas.
ideas.
ideas.
Step 3: Analyze Impact on Student Learning
No analysis was provided.
Makes little or no
Makes appropriate but
Makes appropriate
Makes appropriate,
connection between the
somewhat vague
connections between the
powerful and original
topic of focus, the
connections between the
topic of focus, the
connections between the
classroom observation, and
topic of focus, the
classroom observation, and
performance activity and
the impact on student
classroom observation, and
the impact on student
the impact on student
Analysis Elements
learning. No examples
the impact on student
learning. At least two clear
learning. Three or more
were included to support
learning. One example is
examples are presented to
clear examples are
key ideas.
presented to support key
support key ideas.
presented to support key
ideas.
ideas.
Academic Language and Writing Style
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