Cory

Sicard
EDUC 450
Data Analysis Project
Section A
1) What are the students expected to do?
Students are expected to use what they learned in the lab to fill our and complete the discussion
questions in the lab packet.
2) Which standards (CCSS or content standards) or curriculum expectations are being
assessed?
This lab and activity fulfills the curriculum requirement of explaining enzyme specificity and
function, aspects are found in Standard 2.2
3) What do you consider to be a proficient response on this assessment? Exactly what do
students need to say or write for you to consider their work proficient?
Students need to apply the results they got in lab to answer the questions in a way that reflects
critical thinking and inquiry. The answers can be variable, but they must be scientific and
thoughtful responses.
4) Did the assessment give students a good opportunity to demonstrate what they know?
The discussion questions were designed in a way that allowed the students to apply what they
learned directly to new scenarios and reflect back on their results

Section B

High

Expected

Low

Emily
Brendan
Kati
Kanaan

Michael
Kasey
Dru
Tristan
Gwen
Sydney
Sydnee
Amanda
Cadi
Bay
Zoe
Morgan

Cassie

23.5%

70.5%

6%
Section C

High
Students in this category
demonstrated that they new what
enzyme specificity is and applied that
to not only their hypothesis, but also
the critical thinking questions in the
discussion section.
Ie: Would a person be able to take
both lactaid and beano to digest a
bean burrito smothered with cheese.
Students had to know that lactaid is
specific to milk and dairy sugars and
beano is specific to bean and protein
sugars

Expected
Most students in this category
demonstrated that they new about
specificity, but they were unable to
relate it to the questions. They did,
however, use it in their hypothesis.
Ex/ I would expect taking lactaid
would help digest milk, but not beans

Low
The student in this category refused to
answer hardly any of the questions,
and refused to take part in the lab.
She demonstrated no undersanding of
the material and was unwilling to
answer my own formative assessing
questions

Section D

High

Expected

Students in this category may have

gotten the conclusion statement
incorrect by stating irrelevant
information.

Students in this category often got the

reagents in the experiment switched
or often times didnt use results to
relate hypothesis to conclusion

Ex/ My hypothesis was incorrect in

stating that lactaid would help digest
milk, but not beans.
In reality, lactose IS used to help
digest milk and dairy products

Ex/ Our experiment worked.

Low
This student answered one question
about the bean burrito, but wrote that
you couldnt take either enzyme to
help digest it.

There is no explanation there, just a

statement!

Section E
1) What patterns or trends are noted for the whole class?
My students stayed on task and (for the most part) used their results and their notes to answer
the discussion questions. I noticed a trend in not relating results to conclusions, and not referring
back to their hypothesis. Seemed to be a common thread of confusion.
2) What instructional strategies will be beneficial for the whole class?
I think using a different lab, or maybe a more hands-on/micro-manage approach to the lab might
work better!

High
Students in this category will benefit
from another more intensive lab. Add
more variables and scientific inquiry.

Expected
Students in this category would
benefit from a hypothesis writing
exercise.
They might also find instruction on
scientific method and experimentation
helpful. I would probably start the
class off with a discussion and activity
about it.

Low
This student would benefit from some
intervention. She is typically unwilling
to help her group, and shuts down as
soon as you try to help her.
Something is happening at home or
outside of school to influence this.
Possibly remediation to regular
Biology class instead of Pre-AP for
next semester.