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The Scale4 In addition to exhibiting level-3 performance, in-depth inferences and
applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
The rubric or scale - simplified
4.0 Learning above and beyond what was taught
3.5
3.0 The Learning Goal – What you expect the student to know or be able to do
2.5
2.0 The Simpler Stuff – Foundational knowledge, partial knowledge or simpler procedures
1.5
1.0 The Student Needs Help to perform
.5
0.0 The Student can’t do anything
The MRL Standards Scale Document
Strand: Government (Broad Category of Learning) Measurement Topic: Checks and Balances (Specific Learning or Skill being measured)
Grade: 8 (Grade Level) Score 4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Demonstration of learning beyond what was taught
Sample Tasks or Daily Learning Objective Classroom activities or assessments used to demonstrate student progress or Daily Learning Goals
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 The expected learning
The student: describes the role of the Supreme Court in checking the power and
authority of the Legislative and Executive Branches Element: Grade level specific subdivision of Measurement Topic The student exhibits no major errors or omissions.
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls specific terminology such as:
o judicial review, unconstitutional Vocabulary essential to understanding the Score 3.0 Learning goal performs basic processes, such as:
o recognizing and recalling accurate statements about the role of the Supreme Court in checking the power of the Legislative and Judicial branches
Score 2.0 element: simpler version of the Score 3.0 content at a lower taxonomic level However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 Even with help, no understanding or skill demonstrated.
1. Unpack Standards/Identify Essential Standards/Organize /Write Measurement Topics
2. Specify expected learning by writing Score 3.0, and write sample tasks to further specify content
3. Identify steps towards the mastery of the content by writing Score 2.0, write sample tasks to further specify content
4. Decide on 4.0, write if necessary5. Pilot and Use! Design Assessments, Assess
student learning, Report student progress
5 easy(?) steps to writing and using Standards Scales
MondayMeasureme
nt Topics
TuesdayScore 3.0Sample Tasks
WednesdayScore 2.0Sample Tasks
ThursdayScore 4.0?
FridayFASBG
Next Steps
Summer Scale Development Institute
• MRL reviews and provides feedback on scales
• IVC to share comments and answer questions
MRL Revision
• Chaffey teams review feedback and revise scales
• Return to MRL
Chaffey Revision
• MRL creates final draft• Editing and
format• MRL writes
primer/handbook for scales
Final Product
Teachers use scales to assess student
progress and learning
USE!
Revision and Feedback Phase
Measurement Topic vs. Daily Learning Objective
Measurement topic More general Subdivision of Standard Overall topics of learning Written using similar words
and structure Limited to 25 to 35 for
each course Curricular in nature What you want the kid
walking out of class knowing or being able to do
Daily Learning Objective More Specific Subdivision of
Measurement Topic Steps towards achieving
the measurement topic Written using similar words
and structure No limit Instructional in nature The steps a kid goes
through to get to their goal
Standard
Measurement Topic Measurement Topic Measurement Topic
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Daily LearningObjective
Based on your content knowledge and expertise, the Essential Measurement Standards, and the California Content Standards……What are the 25-35 essential topics that all students have to know and master in your subject area and at your grade level?
Writing Measurement Topics
Use the EMS and identify the topic of each standard EMS – Students write geometric proofs, including proofs by
contradiction Topic – Geometric Proofs (no verb!)
When the standard identifies 2 or more different pieces of learning or skill, break these into 2 or more topics EMS - Understand how the forces of nationalism developed
in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs
Topics: Nationalism in the Middle East Arguments for/ against a Jewish State Effects of the establishment of Israel
Using the Essential Measurement Standards to write Measurement Topics
Are you asking the student to know or do more than one thing in each expectation? If you are, break the expectation down into 2-4 smaller pieces.
Content Topic/Strand:
Essential Measurement Standard Essential Measurement Standard
Essential Measurement Standard
Essential Measurement Standard
What do you expect the student to know about this topic?
These are your Measurement Topics.
Content Area: Grade Level/Course:
For each course, limit the number of measurement topics to 25-35
You will write a scale for each of these topics
Each Measurement Topic will assess only one specific piece of information or skill – Unidimensional
All content contained within a MT should covary – as ability in one increases, so does the ability in others
Measurement Topics…The Rules
One of the main problems in using standards is that they identify too much content – more topics defeats the purpose
Experience with other groups has shown that scales with more topics just don’t get used
Students can’t master any more than about 25-35 topics in a year. Having more topics becomes covering content for content’s sake, not teaching for learning
Why only 25-35? There is so much more important stuff!
Essential
Supplemental
Nice to Know
Standards Benchmarks can be divided into 3 categories…
Heflebower, based on O’Connor
Start with a blank slate. Use content knowledge and expertise to
list topics of study for each course Categorize them as Essential,
Supplemental or Nice to know Choose the most important 25-35
Essentials or Supplementals to measure Go back to the Core Standards and make
sure that you are staying within the bounds of the state standards
Forward design
Start with the Core standards and identify the topics that are already there
Group like or covarying skills or knowledge together and assign a name to it
Categorize the groupings as Essential, Supplemental or Nice to know
Choose 25-35 essential or supplemental groupings
Backward Design