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Topic:Writing Scales

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INTRODUCTIONSCourtney Kavanaugh

Geneva Elementary School

Val BrownJackson Heights Middle School

Kim DansereauHagerty High School

GROUP NORMSAre Respectful of Other’s Opinions and Listen with an Open

Mind; Limit the Use of Electronics for Breaks

Collaborate in Group Work

Take Responsibility for Engaging in Learning and Continuous Growth

It’s Okay to have Fun! Suffering is Optional.

TELL US WHAT YOU KNOW AND KWL…

http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf



ONLINE RESOURCES http://www.marzanoresearch.com/site/

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TODAY’S LEARNING GOAL

Participants will be able to develop a scale for tracking student progress toward achieving a learning goal.

Learning Goal: Participant will be able to develop a scale for tracking student progress toward achieving Score: the learning goal.

4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success

3.0

Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

2.0

Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

1.0With 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 score 2.0 content, but not the score 3.0 content

0.0 Even with help, no understanding or skill demonstratedSEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

What Marzano’s research says - High Probability Strategies

- Marzano Research Laboratory

LEARNING CONTINUUM SCALE

A Scale is an attempt to create a continuum that articulates distinct levels of knowledge and skill relative to a specific topic.

It can be thought of as an applied version of a learning progression.

A well written scale should make it easy for teachers to design and score assessment tasks that can be used to generate both formative and summative scores.

- Dr. Robert Marzano

Courtesy: Hamilton Elementary

1st Grade Team SEMINOLE COUNTY PUBLIC SCHOOLS


Scale Examples Cont.

Monitor Learning with Scales & Formative Assessments to

Track Student Progress & Inform Instruction

Plan Activities & Assignments to support the Learning Goal

Develop Units with Multiple Learning (Lesson) Objectives

Generate AssessmentsFormative and Summative

Create Clear Learning Goals & Develop ScalesAlign with Standards for Learning Over Time A Scale is written for a single Learning Goal.

Unpack Standards/BenchmarksEffectively "Chunk" the Standards

(Combine, or Break-Apart Standards/Benchmarks)

SEMINOLE COUNTY PUBLIC SCHOOLS


LEARNING GOALS CHART

A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning.Learning activities and

assignments help students reach learning goals.

MAKE A DISTINCTION BETWEEN LEARNING GOALS AND LEARNING ACTIVITIES OR ASSIGNMENTS

LEARNING GOALS, ACTIVITIES & ASSIGNMENTS: EXAMPLE

Subject Learning Goal Activity Assignment

Chemistry

Students will be able to describe changes in the atomic model over time and why those changes were necessitated by experimental evidence.

Students will watch a video that recreates the experimental results that lead to changes in that atomic model. In small groups, students will design and construct 3D atomic models using experimental evidence to support their models to assess understanding/

Read pp 647-682 and complete a graphic organizer and the chapter review questions.



MARZANO’S GENERIC SCALEOrganize Learning Goals into a Scale

• Advanced = 4.0 More Complex Content• Proficient = 3.0 Target Learning Goal

(Complex Content)• Progressing = 2.0 Simpler Content

Why is this not an example of a scale or rubric?

3D Atomic Model Project Possible Points ScoreCreativity 15Listening/Following Directions

10

Followed Criteria 10Team Effort 10Structural accuracy 15Description of experimental results supporting this model

20

Atomic parts clearly labeled

20

SCALE NON-EXAMPLE

Learning Goal:The student will describe changes in the atomic model over time and why those changes were necessitated by experimental evidence



4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:• Predict how atomic models might have evolved if different experimental results had been obtained by Thomson,

Rutherford and Bohr.No major errors or omissions regarding the score 4.0 content


3.0

The student will describe changes in the atomic model over time and why those changes were necessitated by experimental evidence • Explain why Thomson’s experimental results necessitated changing the atomic model and how the results obtained

support his plum-pudding model.• Explain why Rutherford’s experimental results necessitated changing the atomic model and how the results obtained

support his nuclear model.• Explain why Bohr’s experimental results necessitated changing the atomic model and how the results obtained support

planetary model.• Explain the experimental results that disproved the planetary model and how the results support the quantum atomic

model No major errors or omissions regarding the score 3.0 content (simple or complex)


2.0

The student recognizes and describes specific terminology such as:Proton electron model energy level cathode Cathode ray tube subatomic particle neutron nucleus excited state ground state anode triboluminescence emission spectra The student will:• Draw and label the atomic models of Dalton, Thomson, Rutherford and Bohr • Identify by name the experiments that lead to each model being discarded• Describe the procedure used for each experiment• Summarize the important results of each experimentNo major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes




0.0 Even with help, no understanding or skill demonstrated



Development of a Scale for Student Learning: ExampleStudent Learning Goal:

Scale Comments

Score 4.0

Score 3.0

Score 2.0

Score 1.0 With help, partial success

Score 0.0 Even with help, no success

The student will:- define model, subatomic particle, proton, electron,

nucleus- understand results of historical experiments and

previous atomic model representations

Predict how atomic models might have evolved if different experimental results had been obtained.



Students will be able to describe changes in the atomic model over time and why those changes were necessitated by experimental evidence.

EXERCISE 3.1 Simpler and More Complex Content for Learning Goals

DANCE PARTNERS

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4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:

No major errors or omissions regarding the score 4.0 content


3.0The student will:

No major errors or omissions regarding the score 3.0 content (simple or complex)


2.0

The student recognizes and describes specific terminology such as:

The student will:

No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes






SCALE DEVELOPMENT FOR STUDENT LEARNING



4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:• • No major errors or omissions regarding the score 4.0 content


3.0

The student will describe changes in the atomic model over time and why those changes were necessitated by experimental evidence • • No major errors or omissions regarding the score 3.0 content (simple or complex)


2.0

The student recognizes and describes specific terminology such as:• • • • The student will:

• • • No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes




0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS


4.0



3.0

The student will describe changes in the atomic model over time and why those changes were necessitated by experimental evidence • •

The student will No major errors or omissions regarding the score 3.0 content (simple or complex)


2.0

The student recognizes and describes specific terminology such as:

The student recognizes and describes specific terminology such as: model subatomic particle proton electron neutron nucleus

The student will:

• • • No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes






4.0



3.0

The student will describe changes in the atomic model over time and why those changes were necessitated by experimental evidence • •

The student will No major errors or omissions regarding the score 3.0 content (simple or complex)


2.0


The student will:•Draw and label the atomic models of Dalton, Thomson, Rutherford and Bohr •Identify by name the major experiments that lead to each model being discarded•Describe the procedure used for each experiment•Summarize the important results of each experimentNo major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes







4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:•Predict how atomic models might have evolved if different experimental results had been obtained by Thomson, Rutherford and Bohr.• • No major errors or omissions regarding the score 4.0 content


3.0

The student will describe changes in the atomic model over time and why those changes were necessitated by experimental evidence •Explain why Thomson’s experimental results necessitated changing the atomic model and how the results obtained support his plum-pudding model.•Explain why Rutherford’s experimental results necessitated changing the atomic model and how the results obtained support his nuclear model.•Explain why Bohr’s experimental results necessitated changing the atomic model and how the results obtained support his planetary model.•Explain the experimental results that disproved the planetary model and how the results support the quantum atomic modelThe student will No major errors or omissions regarding the score 3.0 content (simple or complex)


2.0


The student will:•Draw and label the atomic models of Dalton, Thomson, Rutherford and Bohr •Identify by name the major experiments that lead to each model being discarded •Describe the procedure used for each experiment•Summarize the important results of each experimentNo major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes







DEVELOP A SCALE FOR YOUR LEARNING GOAL

Scale CommentsScore 4.0 Inferential Understanding (Beyond Standards)

More Complex Content

Score 3.0 Essential Complex Content (Based on the Standards)

Target Learning Goal

Score 2.0 Essential Foundational Knowledge

Simpler Content

Start with Score 3.0 and write your Target Learning Goal

Continue to develop Score 2.0 and Score 4.0 Include specific indicators that would

demonstrate acceptable performance for that score.

SHARE YOUR RESULTS

Share your scale

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.

4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content


3.0

Participant will construct and use a scale to track student progress toward achieving the learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content


2.0

Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content






LAST QUESTIONS Parking Lot Questions?

We accept learning as the fundamental purpose of our

school and therefore are willing to examine all practices in light

of the impact on learning.- DuFour, DuFour, Eaker, Many

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