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Lindy Levis
MSSE 625
Dr. Doubet
1 April 2015
Formative Assessment Analysis Assignment
UKDs
K4: Definitions and examples of individuality and conformity.
D4: The student will be able to cite strong and thorough textual evidence to support analysis of
what the text says explicitly.
D5: The student will be able to cite strong and thorough textual evidence to support analysis of
inferences drawn from the text.
U1: The student will understand that every individual has a personally unique identity

The format I used for my assessment was a 3-2-1 summarizer. Students were asked to list three
characteristics that make up identity, complete two comparatives (similarities/differences), and
synthesize why it is important to discuss identity/understand the implications of identity in a
larger work. Originally, my assessment challenged students to discuss the similarities and
differences between Equality-72521 and Liberty 5-3000, using the text (Anthem) to support
analyses and inferences. For the purposes of this assignment, however, I asked my subjects to
analyze the similarities and differences between Michael Jordan and Justin Bieber. I made the
adjustment so that individuals who had not read Ayn Rands Anthem would still be able to
participate.
The assessment appeared as follows:
1. Three characteristics that make up identity (K4)

2. What are similarities between Michael Jordan and Justin Bieber? Use evidence. (D4, D5)
Similarities:
Differences:
3. Why is it important to discuss identity and understand the implications of identity in a
larger work? (U1)

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Assessment Analysis
In my analysis of the assessments, I focused on question three. To recap, question three
challenged participants to explain why it is important to discuss identity. I looked at this question
because the answers showed a wide range of understanding about identity. Answers ranged from
a simple definition of what identity is to profound statements of how identity impacts the world
we live in. Patterns in students responses revealed the degree to which they understood the
concept of identity and how identity impacts society.
Three instructional groups emerged from my analysis.

Ready to Generalize (Group 1):

Students in this group were able to apply the importance of discussing identity in
society. Their answers moved beyond a simple definition of identity and discussed
the greater implications that identity has in the world we live in.
Sample responses include the following:
- discussing identity helps you grow as a person
- helps you better understand the world/differences
- helps you understand differences and avoid stereotypes
- not everyone is the same and thats okay
There are five students in this group.

Conceptual Gaps (Group 2):

Students in this group attempted to attribute deeper meaning in their discussion
about identity, but their responses still contained conceptual gaps. Although these
students moved beyond a simple definition of identity, I found their answers to be
a little vague. These students need to hone their thinking and explain their thought
processes more clearly.
Sample responses include the following:
- discussing identity is related to self-esteem
- you are more aware of own identity when [you] talk about it
- people know who they are so they can stand up for themselves
- you can know where you agree/disagree within the work
- knowing how society functions with different identities
There are five students in this group.

Simply Recall (Group 3):

Students in this group failed to attribute deeper meaning regarding identity. They
did not move beyond a simple definition of identity. Their answers were simple

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and straightforward. These students need to be pushed to think about identity on a
larger scale.
Sample responses include the following:
- identity is important to discuss so people know each other
- identity makes us who we are
- to tell people apart
- to know the difference
- people find meaning in identity
There are five students in this group, as well.
Instructional Plan
Before we break up into groups, we would come together for full group instruction. As a class,
we would review the definition of identity, focusing on the concepts of individuality and
conformity. We would also review characteristics that make up an individuals identity. Then, I
would explain the group work objective: the ultimate goal is to look at how identity pertains to
Anthem and the larger implications of identity in society.
Each group will be completing Layers of Reflection with various levels of support. This
strategy is used after reading a work or covering a particular topic in class. This strategy helps
students to think of reflection in terms of layers (Gallagher, 2004). There are various levels of
reflection, and this model sets students up to think beyond just themselves. As a result of this
strategy, students will think about how a topic pertains to themselves, their families, their
community, their country, and all humanity. This model provides a great strategy for reflecting
about important topics in a content area.
Layers of Reflection is a hands-on strategy that encourages students to engage with what
theyre learning. This strategy challenges them to move beyond the self and into deeper levels
of reflection (Gallagher, 2004). Daring students to consider the larger implications gets the
wheels in their heads turning as they push their thinking. Students will be able to make
connections between what they are learning and the world they live in.

Layers of Reflection

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Ready to Generalize (Group 1):

Students in this group will be asked to write a statement describing what they learned about
humanity from learning about identity. This is the statement they will share with the class.
Then, students will be asked to approach the Layers of Reflection model from the perspective
of Equality-72521.
The following questions will help to kick-start their reflection:
-How does identity relate to Equality-72521?
-What does identity mean in terms of Equality-72521s family?
-How do the ideas presented about identity affect both Equality-72521s community and
others?
-What does identity mean in terms of thinking about Equality-72521s country?

They will cite strong and thorough textual evidence to support their findings. They will analyze
what the text says explicitly as well as make inferences.
Group 1 will conclude their discussion by writing what Equality-72521 learned about humanity
from learning about identity. This task will challenge them to shift perspectives.

Conceptual Gaps (Group 2):

Students will be asked to approach the Layers of Reflection model from the perspective of
Equality-72521. They will be given select passages from Anthem and asked to find several
passages on their own.
The following questions will help to kick-start their reflection:
-How does identity relate to Equality-72521?
-What does identity mean in terms of Equality-72521s family?
-How do the ideas presented about identity affect both Equality-72521s community and
others?
-What does identity mean in terms of thinking about Equality-72521s country?

They will cite strong and thorough textual evidence to support their findings. They will analyze
what the text says explicitly as well as make inferences.
Group 2 will be pushed to stretch their thinking by writing a statement that answers what they
learned about humanity from learning about identity.

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Simply Recall (Group 3):

Students will be asked to approach the Layers of Reflection model from the perspective of
Equality-72521. They will be given all necessary passages from Anthem and asked to use these
passages throughout their discussion. I will also provide this group with the most teacherassistance.
The following questions will help to kick-start their reflection:
-How does identity relate to Equality-72521?
-What does identity mean in terms of Equality-72521s family?
-How do the ideas presented about identity affect both Equality-72521s community and
others?
-What does identity mean in terms of thinking about Equality-72521s country?

They will cite strong and thorough textual evidence to support their findings. They will analyze
what the text says explicitly as well as make inferences.
I will push Group 3 in their thinking and guide them in writing a statement that answers what
they learned about humanity from learning about identity.
Closure Activity
After the students work in groups for 20+ minutes, we will come together as a class and discuss
our findings related to Ayn Rands Anthem. Each group will share their All Humanity
conclusion, which will open the floor for further discussion and continued instruction.
Reflection
I was surprised to see the various responses I received on the assessment and the degrees to
which they differed. My surprise confirms the necessity of assessment; it is not good to assume
that the entire class is on the same page. As a result of this assignment, I was able to gage
students learning and group them based on understanding and readiness.
Differentiating according to readiness proved to be a little challenging for me. I decided to have
students complete the same activity, Layers of Reflection, but I offered each group differing
levels of support. It is hard to say how my instructional plan would play out in a real classroom,
but I think I did a good job grouping students, pushing students when appropriate, and providing
support when needed.
This activity has positively influenced how I will approach future classroom practices regarding
assessment. I have applied my learning in a practical sense and experienced the importance of
grouping students based on understanding and differentiating based on need.

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Levels of Reflection: Identity
Cite strong and thorough textual evidence to support your findings. Analyze what the text says
explicitly as well as make inferences.

SELF: How does identity relate to Equality-72521?

FAMILY: What does identity mean in terms of Equality-72521s family?

COMMUNITY: How do the ideas presented about identity affect both Equality-72521s
community and others?

COUNTRY: What does identity mean in terms of thinking about Equality-72521s country?

ALL HUMANITY: What did you learn about humanity from learning about identity?
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References
Gallagher, K. (2004). Deeper reading: comprehending challenging texts, 4-12. Portland, Me.:
Stenhouse Publishers.