Embed Size (px)
Citation preview
2
Mar
zano
Res
earc
h 20
16 w
mar
zano
rese
arch
.com
Mar
zano
Res
earc
h 20
17 w
mar
zano
rese
arch
.com
2
FEEDBACKProviding and Communicating Clear Learning Goals
Element 1Providing Scales and Rubrics
Element 2Tracking Student Progress
Element 3Celebrating Success
FEEDBACKAssessment
Element 4Informal Assessments of the Whole Class
Element 5Formal Assessments of Individual Students
3Marzano Research 2017 w marzanoresearch.com
Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
4
With the brain in mind, the first time a teacher introduces a new unit or new learning goals:
Students need to:
1.
2.
3.
Learning Goals vs. Activities
Learning Goals Activities
Marzano Research 2016
5Marzano Research 2017 w marzanoresearch.com
The Initial Step of Writing Proficiency Scales
6Marzano Research 2017 w marzanoresearch.com
Learning GoalsA statement of what students will know and be able to do. Dr. Marzano suggests two formats, one for declarative knowledge or information (represented as: “Students will understand…” and one for procedural knowledge or strategies, skills, and processes (represented as: “Students will be able to…”).
7Marzano Research 2017 w marzanoresearch.com
8
Score 4.0
In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
Score 3.0
No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
Score 2.0
No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
Score 1.0
With HELP, a partial knowledge of some of the simpler and complex details and processes
Score 0.0
Even with help, no understanding or skill demonstrated
Proficiency Scales
ProficiencyScale“LookFors”
ScalesSHOULDbe:² Relatedtothelearninggoal² Postedandabletobereadbystudents² Writteninstudent-friendlylanguage(when
appropriate)² Referencedduringthelesson
StudentsSHOULDbeabletoexplain:² Themeaningofthelevelsofperformance
articulatedinthescale
Marzano Research 2017w marzanoresearch.com
9
Notes:
Marzano Research 2017 w marzanoresearch.com
10Marzano Research 2017 w marzanoresearch.com
THEME/CENTRAL IDEA
Score 4.0
The student will (for example):
• Analyze multiple texts with different
themes.
• Explain how he/she has experienced
the theme of a text.
Score 3.0
The student will:
• Describe a theme or central idea of a
text.
• Summarize a grade-appropriate text.
Score 2.0
The student will:
• Recognize or recall specific
terminology, such as: central idea,
detail, summarize, support, text,
theme.
• Determine a theme or central idea of a
text from teacher-provided options
• Identify details that support the theme
or central idea of a text.
• Summarize a text using a teacher-
provided graphic organizer.
11
4.NF.2Compare two fractions with different numerators and different denominators using <, >, and =, and justify the comparison
Marzano Research 2016 w marzanoresearch.com
NUMBER AND QUANTITYCompare Fractions
Grade 4
Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.• For example, given 3 or more fractions with different denominators, the student orders
them least to greatest or greatest to least• For example, the student compares improper and/or mixed fractions with unlike
denominators
Score 3.0 The student:• compares two fractions with different numerators and different denominators using <, >,
and =• justifies the comparison
Score 2.0 The student recognizes or recalls specific vocabulary, such as:• compare, comparison, denominator, equivalent, fraction, generate, justify, numeratorThe student performs basic processes, such as:• recognizes symbols, such as <, >, and =• recognizes and generates equivalent fractions• compares two fractions with like denominators
Score 1.0 With help, the student demonstrates partial success at score 2.0 and score 3.0
A great resource for proficiency scales is available!
oWebsite http://www.marzanoresearch.com
oFREE resources§Proficiency scale bank
12Marzano Research 2017w marzanoresearch.com
13
14
Marzano Research 2017 �marzanoresearch.com 15
16
Prioritization of Standards
Proficiency Scales
Item/Task Development
Administration and Scoring Guidelines
Test Blueprint
Data Discussions/
Analysis
Common Assessment Development Cycle
Marzano Research marzanoresearch.com
Marzano Research marzanoresearch.com 17
Aligning Essential Content With Instruction and Assessment
Notes:
18
Classroom Assessments TypesType Description Notes
Obtrusive Obtrusive assessments interrupt the normal flow of activity in the classroom. Instruction does not occur during obtrusive assessments. Instead, instruction stops while students “take the assessment” (hence the term obtrusive).
Unobtrusive Unobtrusive assessments do not interrupt the flow of activity in the classroom. In fact, students might not even be aware that they are being assessed during an unobtrusive assessment. These types of assessments are often used with Procedural knowledge but can also be used to assess Declarative knowledge.
Student-Generated Student-generated assessments are probably the most underutilized form of classroom assessment. As the name implies, a defining feature of student-generated assessments is that the students generate ideas about the manner in which they will demonstrate their current status on a given topic. Teachers might consider choice boards to offer ideas to get students involved in this type of assessment.
Marzano Research marzanoresearch.com
19Marzano Research marzanoresearch.com
20
Having students track progress on their own learning goals results in a ____%
increase in student achievement.
Recognize and Celebrate Growth
Marzano Research Laboratory 2014, www.marzanoresearch.com
21
22
Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
23
Elements Ideas for this element:
Have students track their own progress.
Celebrate Success
Marzano Research 2016
24Marzano Research 2017 w marzanoresearch.com
25Marzano Research 2017 w marzanoresearch.com
26Marzano Research Laboratory 2014, www.marzanoresearch.com
27Marzano Research Laboratory 2014, www.marzanoresearch.com
28Marzano Research Laboratory 2014, www.marzanoresearch.com
29Marzano Research 2017 w marzanoresearch.com
30Marzano Research Laboratory 2013 w marzanoresearch.com
Tammy Heflebower, Ed.D., is a highly sought-after school leader and consultant with vast experiences in urban, rural, and suburban districts throughout The United States, Canada, The Netherlands, Denmark, England, and Australia. Dr. Heflebower has served as an award-winning classroom teacher, building leader, district leader, regional professional development director, and national and international trainer. She has also been an adjunct professor of curriculum, instruction, and assessment at several universities, and a prominent member and leader of numerous statewide and national educational organizations. She is lead author of an award-winning book titled, A School Leader’s Guide to Standards-Based Grading, co-author of Collaborative Teams That Transform Schools: The Next Step in PLCs, andTeaching & Assessing 21st Century Skills, as well as contributing author to over a dozen other books and publications.Dr. Heflebower holds a bachelor of arts from Hastings College where she was honored as Outstanding Young Alumna and inducted into the athletic hall of fame. She has a master of arts from UNO, and her educational administrative endorsement and doctorate from UNL.
