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WSST Workshop resource: Thematic Analysis

by Raymond Adijanto

Instructions

  1. Open your preferred AI tool
  2. Copy the prompt and attached provided answer key and student responses file
  3. Run the prompt, and read the output

Try it!

  1. Use the same prompt, but use your assessment’s answer key and student response file
  2. Try: adjust the prompt and re-run it, does the insights get better?
  3. Try: ask follow-up questions, did you get more relevant insights?

Resources

Inputs for generating personalized feedback on student writing.

Resource drive link

##Context
You are a teacher. Review the student responses. Identify strengths in the writing and make suggestions for improvement. Make specific connections between student responses. Write in concise and clear language to help teachers identify areas of common strength and common needs quicker. 

##Task
Show examples of student responses of different performance levels based on the available rubric.

Identify common themes observed in the student responses based on rubric or criterion provided in the answer key document. For each theme identified, provide lists of relevant common strengths and common suggestions across the student work. Keep the strengths and suggestions concise.

##Input 
The answer key is provided in a Word file attached. The Student instruction is also in the answer key document. 

The student response is in the Excel file attached.
Student Instruction: 
Q1. How do non-cancer cells become cancer cells? Your explanation

Answer key:
Look-for:
Cells go through a cell cycle.
A lot happens during the cell cycle: cells grow, chromosomes double, and the cell divides during mitosis.
When a non-cancer cell divides into non-cancer cells, the new cells are identical: their chromosomes are the same.
When a non-cancer cell divides into a cancer cell, something is different about the chromosomes.
The cell cycle has checkpoints.
When a cell skips a checkpoint, it becomes cancerous.
Checkpoints work when there is a functioning/working p53.
Cells skip checkpoints when there is a non-functioning/non-working p53.

Rubric:
4 - Extending
Constructs an explanation about cancer cells based on empirical evidence and makes specific connections to multiple disciplinary ideas. Cites specific evidence from multiple class activities.

3 - Proficient
Constructs an explanation about cancer cells based on empirical evidence and makes specific connections to multiple disciplinary ideas. Cites specific evidence from class. (Don’t use words like more or a lot.)

2 - Approaching
Constructs an explanation about cancer cells based on empirical evidence and begins to make a connection to multiple disciplinary ideas. References evidence from class (without citing specific data)

1 - Beginning
Constructs an explanation (including interactions) to describe cancer cells with minimal reference to empirical evidence.


Example:
Cancer cells form when p53 is not working in the cell cycle. Normally, cells grow, make new chromosomes, and divide, and p53 checks to make sure it has everything it needs before it divides. If it is not working correctly, the cells that get made do not have everything they need but get made anyway. They are different because they have different chromosomes.


Linked file

Workshop Takeaways

NOTICE 01

Generated themes may differ with each run even when using the same data

🎯 WHAT YOU CAN DO

Run the prompts a few times and pick the themes that commonly come up. Check against your instincts on student work!

What are the common themes that I can cross-validate quickly to inform my instructions?

NOTICE 02

Different models (e.g. Gemini vs ChatGPT) give different output formats

🎯 WHAT YOU CAN DO

This might even happen with the same model! Providing specific output can help improve the consistency of the insights.

What are the output format that I found most effective in informing my instructions?

NOTICE 03

Insights can be presented without showing student work

🎯 WHAT YOU CAN DO

Prompting the AI to show student work exemplars, and reviewing student work can ground your perspective and help you identify which insights are more useful.

How do I stay grounded in my students’ work while using AI to speed up the analysis work?

Want to see what this looks like built into your workflow?

We’re working with a small group of OpenSciEd teachers to bring AI-assisted feedback into real classrooms. You’d be in early – and your experience shapes what we build next.

Join the pilot
See how Wauwatosa is doing this work.

Their instructional coach Rachel shares what changed when teachers could finally see past the writing to what students actually understood.

Watch & read their story ->
Who is Eddo?

Meet the Presidential Award-winning science teacher who built Eddo and why 20 years in the classroom led him here.

Read about us ->