Download - Classroom Assessment and Grading That Workmrsfsclass.weebly.com/uploads/5/8/2/3/5823304/marzano-classroom... · 5. To identify academic topics 8. To use a grading scale that provides

Classroom Assessment and Grading

That Work

One Day Overview

Author: Robert J. Marzano

Presenter:B. McGarvey

Marzano Research [email protected]

January, 2009

Source Authors: Robert Marzano and Debra Pickering

© 2009 Marzano Research Lab. All Rights Reserved. 1

1

Classroom Assessment & Grading

From Research to Practice2Resources

Designing

& AssessingEducationalObjectives

Applying the New Taxonomy

Robert J. MarzanoJohn S. Kendall

Nature of Knowledge& Learning

Assessment & Grading

3

1. If changes in classroom formative assessment and grading are going to work and be sustained, all aspects of the system of curriculum, instruction, and assessment must work together.

2. The flaws in the present system are significant and they profoundly influence students.

3. There is a compelling body of research, as well as massive anecdotal evidence, that support changing formative assessment & grading practices to significantly enhance students’ learning.

4. It is possible, and feasible, to gradually change our classroom formative assessment and grading practices.

LEARNING GOALS: “Understandings”Participants will increase understanding of the following:

4

6. To track student learning on academic topics

LEARNING GOALS: “Skills”

Participants will increase their ability:

7. To provide students with a clear picture of their progress on specific learning goals and how they might improve

5. To identify academic topics

8. To use a grading scale that provides consistent feedback and encourages students to improve.

5

I. INTRODUCTION:

► Welcome - Outcomes ‘n Agenda ► Prime-the-Pump!

II. CREATING DISEQUILIBRIUM!

► Flaws in the Current System► The Research on Feedback► Accountability in Education

WhyChange?

II. TRACKING STUDENT PROGRESS

► About Learning Goals► Charting Progress► Separating out Academic and Non-Academic Feedback

WhatChanges?

6

III. UNPACKING the STANDARDS (A new format!!)

► Measurement Topics

- In a Scoring Scale Format- From Points & Percentages to Rubrics

THIS ALL ORGANIZES THE CURRICULUMIN A SCORING SCALE FORMAT….

clear and useful!

WhatChanges?

☺



7

IV. GRADING PRACTICES…..Formative Feedback► Assigning Topic Grades

► Assigning Final Grades for Academic Topics and Non-Academic Factors

► About Averaging….About Zeroes!

► Reporting OutProgress Reports….Report Cards…Transcripts

► Policy Work

WhatChanges?

V. CLOSING:

► Reflecting on the Days

- Insights - Questions - Next Steps8

WhyDo We Need

to Make Changes?

Creating Disequilibrium!

1. Flaws in the current Grading System

Three areas that underscore the need to change our feedback system:

2. The Research on Effective Feedback

3. Accountability in Education10

FLAWS IN THE CURRENT

SYSTEM

11

“GRADES” – From the Students’ Point of View

MIDDLE SCHOOL GIRL: I’d like the report cards to be, like, so if you let’s say out of the 9 weeks that we were doing it before we get our report card; we’re working on this one certain thing in math and we get let’s say a “D” and then we get a “C” a “B” and an “A”. And then on the report card, I think we should get our best grade.

HIGH SCHOOL GIRL: I have photography class and I have taken it for three years and I took it again. And I have an “A+” in that class and I know nothing. I have never done anything. I don’t show him any work. He gave me an “A”. We just talk all the time and I don’t think it is fair ‘cause other kids, like, do stuff and they don’t get a good grade or anything and I feel bad. Then I have an English class where I turn in all my work and I don’t have a good grade at all. And she just, like, – it goes on favorites with her. If you’re her favorite, she’ll give you an “A”. If you’re not, she won’t pass you or whatever.

12

PARENT: Recently we got a letter from the results of the “turnover testing” that the kids have to take. And it said that they were congratulating my husband and I on my son being the third smartest or most intelligent child in his age group for the nation. And yet when I look at my son’s report card he’s an average - there are average grades – C’s a few B’s

HIGH SCHOOL BOY: Say a math teacher teaches you just how to do a problem, then he’ll give you a homework set with those problems on ‘em. You have to, like, go home and do it and then the next day he comes and grades you. And you just have one night to listen, and maybe you didn’t understand it, or you need more help, and there wasn’t enough class time. And you try to go home and do the problem; you can’t, and then, the next day have to turn it in and they grade it and they count you off ‘cause you didn’t know how to do it or you are just practicing and but then you may start to get it later on, but then, you got a bad grade on it the first time you did it and maybe now you got a good grade but it still lowers it down because the first time you may not have known what you were doing



13

MIDDLE SCHOOL GIRL: Well, when I get a “D” on my report card, sometimes I get scared ‘cause it’s, like, well, what am I going to do. What is it that I am doing wrong. And then Itry to figure out what I am doing wrong so I can improve on it.

ELEMENTARY BOY: I think it would be good if they gave us two grades because we want to know if we’re smart in class and we want to know if we’re doing good in class.

HIGH SCHOOL BOY: I think that the teachers should spend more time on one lab instead of trying to move so fast. I thinkbasically their goal is not to teach sometimes their goal is to just get the book or get whatever you are going through done. (Interviewer: What do you wish they would do different?) Slow down! And, like, make sure each kid knows what they’re doing. And like, put more into the class or just put more into each student than into one big class.

14

HIGH SCHOOL GIRL: I don’t think my report card grades were fair at all because I had to miss some school for a family problem and I would still get in all the work and stuff and they didn’t…they wouldn’t…they’d give me, like, a really bad grade and I would show them and tell them what was going on and they didn’t seem to, like, give any affection to whatever, you are like any other student and you can just turn it in and it doesn’t matter what is happening.

ELEMENTARY BOY: In art, where I’d be trying my best, and she was just giving me C’s and D minuses and stuff. And, I didn’t know what she wanted me to do ‘cause I was just trying as hard as I could. Then, the last semester, she gave me one C and two B’s.

ELEMENTARY GIRL: It depends on our attitude and our behavior. So, they write down what they think of us. It isn’t, like, they just that they write down what they are supposed to. I think it is good that we fail because we are talking because we know they said be quiet and don’t talk.

15

PARENT: I think grades are very detrimental to the children. I have kids that are, that school is very easy to and I have children that are in the learning handicap program. I think the commentsare very essential on the report cards, but, I think, the grades are very opinionated. I have had some kids come home from school, do no homework at all, and get an A in the class and the same, and then another child in the same class, struggle, struggle, and struggle, work and work and work and do poorly in the class because of personality conflicts.

HIGH SCHOOL GIRL: A lot of times they, like, rush so hard, like, teach you so many things. That, like, it just blows by, like math and stuff. I learned Algebra and Geometry and I have no idea how to do it now. It’s…I learned it back then and got a good grade. But, it’s…they try to put too much in and teach you too much, like, just to get it done for their curriculum or whatever their reasoning is.

16

(that you see!)

in the Current Grading System

…and so…..What’s the Fix??

Activity

List the Flaws

The definition of Gradingin Standards-Based Education

Grades are FEEDBACKto the Learner on the degree to which he/she has the knowledge in standards (benchmarks, indicators, learning goals…etc) at a particular point in time.

18

THE THREE

PARADIGM SHIFTS FOR GRADINGIN A STANDARDS-BASED EDUCATIONAL SYSTEM

1. Our purpose is to develop talent – not to sort and select talent.

2. Grades as a feedback system vs a rewards/punishment system

3. Mass customization of education vs mass production of education



19

WhyDo We Need

to Make Changes?





3. Accountability in Education

21

THE RESEARCH ON

FEEDBACK

22

John Hattie

(reviewed 7,827 studies on learning and instruction)

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

23

9. Home Atmosphere

10. Learned Intelligence and

Prior Knowledge

11. Motivation & Interest

Student

6. Instruction

7. Classroom Management

8. Curriculum Design

Teacher

1. Guaranteed and Viable Curriculum

2. Clear Goals and Effective Feedback

3. Parent & Community Involvement

4. Safe & Orderly Climate

5. Staff Collegiality & Professionalism

School

WHAT WORKS IN SCHOOLSFactors That Influence LEARNING

24

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Instructional Strategies That InfluenceLEARNING



25

1. Feedback should be “corrective” in nature.

2. Feedback should be timely.

3. Feedback should be specific to a criterion.

4. Students can effectively provide their own feedback.

Generalizations from the Research on “Providing Feedback”

26

%ile

impr

ovem

ent i

ncre

ase

0

20

80

100

40

60

Starting percentile50th


Teacher assessment effectiveness

StudentAchievement

Increase of 34%ileto 84%ile 13%ile increase

to 63%ile

Impact of improving……………….

classroom assessment effectiveness

27

%ile

impr

ovem

ent i

ncre

ase

0

20

80

100

40

60



Teacher assessment effectiveness

StudentAchievement

28%ile increaseto 78%ile

Increase to 99th

percentile

Impact of improving……………….

classroom assessment effectiveness

28

Like most things in education, classroom assessment enhances student achievement under certain conditions only (Marzano)

# 1. Feedback from classroom assessments should provide students

with a clear picture of: - their progress on learning goals, and

- how they might improve

# 2. Feedback from classroom assessment should encourage

students to improve.

# 3. Classroom assessment should be formative in nature.

# 4. Formative classroom assessments should be quite frequent.

The Conditions (hmm – criteria):

29

Feedback from classroom assessments should

provide students with a clear picture of:

- their progress on learning goals, and


Condition # 1

30

# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

6 Right/wrong -3

39 Provide correct answers 8.5

30 Criteria understood by student vs. not understood

16

9 Explain 20

4 Student reassessed until correct

20

Bangert-Drowns, Kulik, Kulik, & Morgan, 1991

Which Assessment/Feedback works Best?



31



89 Displaying results graphically

26

49 Evaluation by rule[uniform way of interpreting

results of classroom assessments using a tight

logic)

3249 Evaluationby Rule

32

Fuchs & Fuchs 1988

Uniform way of interpreting results of classroom assessments using a tight logic


32

Failure avoidant

Feels controlled by external

forces

Success oriented

Believes success results from

effort.

Feedback from classroom assessments should encourage students to improve.

Condition # 2

33

FormativeFrequent

Condition # 3 Condition # 4

34

Formative assessments are defined as any activity that can be used to “provide information to be used as feedback to modify the teaching and learning activities in which [students’] engage.”

(Black and William as quoted in Marzano)

35

WhyDo We Need

to Make Changes?





3. Accountability in Education



37

ACCOUNTABILITYIN EDUCATION

38

ComplexReasoningStandards

ExitOutcomes

ContentStandards

In our schools, students are:

with this contentknowledge

to practice getting better at theselife-long learning habits

doing these kindsof things

Unitsof

Study Effective CommunicatorCollaborative WorkerInvolved CitizenQuality ProducerComplex ThinkerKnowledgeable PersonSelf-directed Learner

What Do We Want Our Students to Know, Be Able To Do, and Be Like?

39


ContentStandards

Life-longLearningStandards

Evidence

Of

Student

Learning

© 1995, B. McGarvey, South Portland, Maine

40


ContentStandards

Life-longLearningStandards

Evidence

Of

Student

Learning

© 1995, B. McGarvey, South Portland, Maine

Basic Literacy……………..In-depth Understanding

Sourcesof Evidence

(data)??

ASSESSING STUDENT LEARNING

DISTRICT ASSESSMENTS• Screenings• Standardized Tests• Performance

Assessments and Demonstrations

STATE ASSESSMENT• MEA

CLASSROOMASSESSMENTS• Products• Performances• Portfolio• Tests, Quizzes• Observations

41

What ChangesDo We Need

to Make?42

A Gradual TransformationUse FormativeAssessment to Monitor and Encourage

Student Learning

Establish Grading Practices

(Policies) that Accurately

Reflect Student Learning

Continuously Monitor Student

Learning and Adjust Learning

Experiences Accordingly

Align Reporting Forms &

Procedures to the Grading

Practices

Step 1

Step 2

Step 3

Step 4The Changes!



43

Use FormativeAssessment to Monitor and Encourage

Student Learning









Practices

Step 1

Step 2

Step 3

Step 4

Track Learning

Goals

Formative Feedback

GradingPolicies

ReportCard(etc)

A Gradual Transformation

The Changes!

44

TRACKSTUDENT PROGRESS

on Learning Goals!

45

Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take.

Marzano on:

Setting Specific Goals + Tracking Progress

46

First….About Learning Goals

We did this yesterday!

47

TRACKSTUDENT PROGRESS

on Learning Goals!

48

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.



49

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

50

4 I have everything described in level 3, AND I go beyond what was directly taught in class.

3 I have all the simple information, AND I have no major errors on the complex knowledge directly taught in class.

2 I have the simple, yet important information, BUT I have major errors on the more complex knowledge.

1 I make major mistakes. I just don’t understand it yet.

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

51

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

52

a________________

b________________

c________________

d________________

Tracking My Own LearningStudent Name______________________ Date__________

Topic

____________________________________________________

____________________________________________________My score at beginning:_______________ My goal:_________ by ______________

100%

80%

60%

40%

20%

0

a b c d e f g h

e________________

f_________________

g________________

h________________

Pretest 2/12 (48%)

Quiz 2/19 (60%)

Quiz 2/15 (60%)

53

Dat

e__9

/17_

Dat

e_9/

24_

Dat

e_10

/1_

Dat

e_10

/20_

Dat

e_10

/31_

Dat

e_11

/15_

Dat

e___

____

Dat

e___

___

4

3

2

1

My Progress in Writing Process—Content and Organization

Goal

Achievement

Effort

Behavior

APP6.2

54

What are they learning? How well are they learning?

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.



55

WorldLiterature

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

56

AP Calculus

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

57

Economics

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

58

Economics

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

59

What are they learning? How well are they learning?

Student Name Johnny Doe Language Art Grade so far this quarter: CLANGUAGE ARTS LEARNING GOAL4-A Exceeds grade level standard 2-C Below grade level standard

3-B Meets grade level standard 1-D Significantly below grade level standard

0-F—Not enough worked complete to provide a score

WRITING (focus has been on persuasive writing)

1. Organizes ideas for writing 2+ (C+)

2. Edits for grammar and conventions 3- (B-)

3. Writing shows strong voice and word choice 3 (B)

READING (focus has been on short stories for fiction, biography for non-fiction)

1. Understands and uses what is read—fiction 4 (A)

2. Understands and uses what is read—non-fiction 3- (B-)

LITERATURE (focus has been on short stories)

1. Understands characteristics of major types of literature 2+ (C+)

2. Understands literary elements such as plot, character 2 (C)

ACCESSING AND USING INFORMATION

1. Understands characteristics of information resources Not graded this period

2. Finds, selects, organizes, and uses information Not graded this period

WORK HABITS4-A Consistently 2-C Inconsistently

3-B Generally 1-D Seldom

1. Gets work in on time 1 (D)

2. Follows directions 1 (D)

3. Participates in, and contributes to, class 3 (B)

4. Completes class assignments 3 (B)

5. Completes homework 1 (D)

6. Puts effort into work 2 (C)

Johnny Doe’s grade for Learning Goals -- 2.7-- (B-)

Work Habits -- 1.8-- (C-)

Overall 2.2 --(C)

Johnny has a list of assignments, the scores on each, and the missing work.

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

60

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.



Continuously Monitor Student Progress

Tracking Progressand

Separate Academic & Non-Academic Factors

Janie

Jamal

Josh

Students

Assignments and Assessments

Standard Topics

4.04.0

2.02.02.02.02.02.04.02.04.04.03.5

3.53.5

3.02.51.53.03.02.52.53.53.02.01.0

3.53.5

2.02.02.03.02.52.51.53.53.03.02.5

Writing--Org Writing-Mech Rdg. Comp.Work

Completion

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

1

Ass

ign

5 10

/25

Wk.

10/

15

Wk

10/1

Wk.

10/

23

Wk.

10/

8

Ass

ign.

1 --

10/1

Ass

ign

4 –

10/2

1

Ass

ign.

6 --

10/2

8

Ass

ign

7 10

/30

Ass

ign.

3 –

10 1

1

Ass

ign.

11/1

Ass

ign

10 1

1/4

Janie

Jamal

Josh

Students


Standard Topics

4.04.0

2.02.02.02.02.02.04.02.04.04.03.5

3.53.5

3.02.51.53.03.02.52.53.53.02.01.0

3.53.5

2.02.02.03.02.52.51.53.53.03.02.5

Writing--Org Writing-Mech Rdg. Comp.Work

Completion

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

1

Ass

ign

5 10

/25

Wk.

10/

15

Wk

10/1

Wk.

10/

23

Wk.

10/

8

Ass

ign.

1 --

10/1

Ass

ign

4 –

10/2

1

Ass

ign.

6 --

10/2

8

Ass

ign

7 10

/30

Ass

ign.

3 –

10 1

1

Ass

ign.

11/1

Ass

ign

10 1

1/4

Writing

Org.

Writing

Mech.

Reading

Compr.

Com

pletion

Janie

Jamal

Josh

Students


Standard Topics

4.04.0

2.02.02.02.02.02.04.02.04.04.03.5

3.53.5

3.02.51.53.03.02.52.53.53.02.01.0

3.53.5

2.02.02.03.02.52.51.53.53.03.02.5

Work On Time

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

1

Ass

ign

5 10

/25

Wk.

10/

15

Wk

10/1

Wk.

10/

23

Wk.

10/

8

Ass

ign.

1 --

10/1

Ass

ign

4 –

10/2

1

Ass

ign.

6 --

10/2

8

Ass

ign

7 10

/30

Ass

ign.

3 –

10 1

1

Ass

ign.

11/1

Ass

ign

10 1

1/4

Colonization Conflicts in Hist. Writing Org.

Janie

Jamal

Josh

Students


Standard Topics

4.04.0

2.02.02.02.02.02.04.02.04.04.03.5

3.53.5

3.02.51.53.03.02.52.53.53.02.01.0

3.53.5

2.02.02.03.02.52.51.53.53.03.02.5

Work On Time

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

1

Ass

ign

5 10

/25

Wk.

10/

15

Wk

10/1

Wk.

10/

23

Wk.

10/

8

Ass

ign.

1 --

10/1

Ass

ign

4 –

10/2

1

Ass

ign.

6 --

10/2

8

Ass

ign

7 10

/30

Ass

ign.

3 –

10 1

1

Ass

ign.

11/1

Ass

ign

10 1

1/4

Colonization Conflicts in Hist. Writing Org.

Colonization

Conflicts in

History

Writing Org.

Work on Tim

e

Janie

Jamal

Josh

Students


Standard Topics

4.04.0

2.02.02.02.02.02.04.02.04.04.03.5

3.53.5

3.02.51.53.03.02.52.53.53.02.01.0

3.53.5

2.02.02.03.02.52.51.53.53.03.02.5

Homework

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

1

Ass

ign

5 10

/25

Wk.

10/

15

Wk

10/1

Wk.

10/

23

Wk.

10/

8

Ass

ign.

1 --

10/1

Ass

ign

4 –

10/2

1

Ass

ign.

6 --

10/2

8

Ass

ign

7 10

/30

Ass

ign.

3 –

10 1

1

Ass

ign.

11/1

Ass

ign

10 1

1/4

Ecosystems. Adaptation Sci. Inquiry



Janie

Jamal

Josh

Students


Standard Topics

4.04.0

2.02.02.02.02.02.04.02.04.04.03.5

3.53.5

3.02.51.53.03.02.52.53.53.02.01.0

3.53.5

2.02.02.03.02.52.51.53.53.03.02.5

Homework

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

1

Ass

ign

5 10

/25

Wk.

10/

15

Wk

10/1

Wk.

10/

23

Wk.

10/

8

Ass

ign.

1 --

10/1

Ass

ign

4 –

10/2

1

Ass

ign.

6 --

10/2

8

Ass

ign

7 10

/30

Ass

ign.

3 –

10 1

1

Ass

ign.

11/1

Ass

ign

10 1

1/4

Ecosystems. Adaptation Sci. Inquiry

Eco-systems

Adapta-tion

Science Inquiry

Work on Tim

e

68

•Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.

•Construct a rubric, or other type of common scale, for each learning goal.

•Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)

•Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about studentprogress.

•Periodically aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved.

Continuous Monitoring of Student Achievement

69

WHEN students learn something is more important than whether they learn it well.

WHETHER students LEARNsomething WELL is more important than when they learn it. 70

Guaranteed & ViableCurriculum

SCHOOL (DISTRICT) FACTOR

71

The Importance of Standards

In the recounting of our nation’s drive toward educational reform, the last decade of [the 20th] century will undoubtedly be identified as a time when a concentrated press for national educational standards emerged.

Glaser and Linn (1993)72

Okay! We are going to say it:

……there is a problem with standards!

It’s the biggest elephant in the room for K-12 education……



73

Another title for this presentation could have been…

The Most Important Thing

Districts (a state?)

Can Do Right Now

to Help Classroom Teachers 74

The Problem with Standards:

Too much content

75

The

Guaranteed and Viable Curriculum

should identify

the essential knowledge

for the topics at each grade level

Does Yours??? 76

If you wanted to teach all of the standards in the national documents, you would have to change

schooling from K-12 to K-22 .

• 255 standards across 14 subject areas

• 3,500 benchmarks

• @ 5 hrs/benchmark….17,500 of class time is needed

• 13,000 hours of class time available

• 9,000 hours of instruction available

29% - 69%

77

What do we do?

Make Standards Useful(Marzano)

Making Standards Useful:

Unpack Standards

Identify MeasurementTopics



79

GOALS of unpacking the standards:

- to decrease the amount of content!- to identify measurement topics

Why “measurement topics?”80

Marzano:

“….articulating measurement topics makes it easier to develop formative classroom assessments. It also clearly delineates what teachers are to address from one grade level to the next.”

81

“Unpacking” is an opportunity:

1. to delete content that is not considered essential;

2. to delete content that is not amendable to classroom assessment;

3. to combine content that is highly related.

82

TOPIC TOPIC TOPIC

CONTENT STANDARD

• Benchmark

• Benchmark

• Benchmark

• Benchmark

Reporting Students’ Progress

Too broad for feedback

Too many, not feasible

83

TOPIC TOPIC TOPIC

CONTENT STANDARD LIFE SKILLS

TOPIC TOPIC

Measurement topics need to include life skills (e.g., participation, work completion, behavior, working in groups).

Reporting Students’ Progress

84

Measurement Topics

(Examples)



85

STANDARD: Reading

– Reading for Main Idea

– Word Recognition and Vocabulary

– Literary Analysis

– Genre

Sample Language Arts Reporting Topics

STANDARD: Writing

– Research and Information Organization

– Drafting and Revising

– Format

– Audience and Purpose

– Word Processing

86

STANDARD: Language

– Spelling– Language

Mechanics– Language

Conventions

Sample Language Arts Reporting Topics

STANDARD:

Speaking and Listening

– Oral Comprehension

– Analysis and Evaluation of Oral Media

– Speaking Applications

87

STANDARD: Numbers and Operations

– Number Sense and Number Systems

– Basic Addition and Subtraction

– Basic Multiplication and Division

– Operations, Computation, and Estimation

Sample Mathematics Reporting Topics

STANDARD: Geometry

– Lines, Angles, and Geometric Objects

– Transformations, Congruency, and Similarity

88

STANDARD:

Measurement

– Measurement Systems

– Perimeter, Area, and Volume

Mathematics Reporting TopicsSample Mathematics Reporting Topics

STANDARD:

Algebra

– Basic Patterns

– Functions and Equations

– Algebraic Representations and Mathematical Models

STANDARD:

Data Analysis

& Probability

– Data Organization and Interpretation

– Probability

89

Sample Science Reporting Topics

STANDARD:

Earth & Space Science

– Atmospheric Processes and the Water Cycle

– Composition and Structure of the Earth

– Composition and Structure of the Universe and the Earth’s Place in It

STANDARD:

Life Sciences

– Principles of Heredity and Related Concepts

– Structure and Function of Cells and Organisms

– Relationships Among Organisms and Their Physical Environment

– Biological Evolution and Diversity of Life

90

STANDARD: Physical Sciences

– Structure and Properties of Matter

– Sources and Properties of Energy

– Forces and Motion

Sample Science Reporting Topics

STANDARD: Nature of Science

– Nature of Scientific Inquiry

– Scientific Enterprise



91

STANDARD: Citizenship, Government

& Democracy

– Rights, Responsibilities, and Participation in the Political Process

– The U.S. and State Constitutions

– The Civil and Criminal Legal Systems

Sample Social Studies Reporting Topics

STANDARD: Culture &

Cultural Diversity

– The Nature and Influence of Culture

92

Sample Social Studies Reporting Topics

STANDARD:

Economics

– The Nature and Function of Economic Systems

– Economics Throughout the World

– Personal Economics

STANDARD:

History

– Significant Individuals and Events

– Current Events and the Modern World

STANDARD:

Geography

– Spatial Thinking the Use of Charts, Maps, and Graphs

93

STANDARD: Creative

Expression

– Elements of Music

(Mechanics)– Emotional

Impact

Sample Music Reporting Topics

STANDARD: Health

Cultural Heritage

– Music of Cultures

– Music in History

STANDARD: Criticism & Aesthetics

– Quality of Musical Works

– Personal Preferences

94

STANDARD: Creative

Expression

– Elements and Principles of Design

– Techniques & Methods

– Relationships Among Art Forms

– Personal & Professional Benefits

Sample Art Reporting Topics

STANDARD:

Health

Cultural

Heritage

– Art History

– Art in Cultures

STANDARD: Criticism & Aesthetics

– Characteristics & Merits of Art

– Personal Preferences

95

STANDARD: Person-to-Person Communication

– Informal Communication Strategies

– Formal Communication Strategies

–

Sample Foreign Language Reporting Topics

STANDARD: Reading,

Listening, Viewing

– Comprehension

96

STANDARD: Oral & Written

Presentations

–Comprehensibility

Sample Foreign Language Reporting Topics

STANDARD: Workings

of Language

– Language Control

– Vocabulary

STANDARD: Cultural

Practices, Products,

Perspectives

– Cultural Practices & Perspectives

– Cultural Connections



97

STANDARD: Health Promotion & Disease Prevention

– Components of Health– Health Problems– Influences on Health

Sample Health Reporting Topics

STANDARD: Health Information, Services & Products

– Identifying Resources– Evaluating Resources

– Accessing Resources

98

STANDARD: Risk Reduction

– Safety– Coping Strategies

Sample Health Reporting Topics

STANDARD: Communication

Skills

– Listening Strategies

– Self-Expression Strategies

– Conflict Resolution Strategies

STANDARD: Wellness Planning

– Self-Assessment

– Decision-Making

– Goal-Setting

99

STANDARD:

Life Skills

– Participation

– Work Completion

– Behavior

– Working in Groups

Sample Life Skills Reporting Topics

100

MEASUREMENT TOPICS IN SCORING

SCALE FORMAT

(Make Them Useful!)

SIMPLE (but important) KNOWLEDGE

COMPLEX KNOWLEDGE

101

Your Topic of Study _________________

List the knowledge that you want students to get as a result of the activities in this unit of study.

102

Your Topic of Study _________________

COMPLEX Knowledge

for this topic

SIMPLE,

but Important Knowledge

for this topic



103

TOPIC of study for a particular grade

Complex Knowledge

for this topic

Simple, but Important

Knowledge

for this topic

Knows:

Terms and Details

Understands:

Organizing Ideas (generalizations, concepts, principles)

104

TOPIC: American Civil War

Complex Knowledge

for this topic

Simple, but Important Knowledge

for this topic

An understanding of:- Civil wars can be the cruelest wars because every

victory may also be a self-inflicted wound.- Civil wars can leave scars that influence all

aspects of the society (political, social/cultural, economic).

• Recognize and recall basic terms such as:Civil War, Emancipation Proclamation, Robert E. Lee, Ulysses S. Grant; union, rebels, Gettysburg

• Recognize/recall isolated details such as:- The American Civil War was fought from 1861…

- The major causes were…

Grade 8

105

TOPIC: Atmospheric Processes & Water Cycle

Complex Knowledge

for this topic


for this topic

An understanding of:- How the water cycle processes (condensation, precipitation,

surface run-off, percolation, evaporation) impact climate changes

- The effects of temperature & pressure in different layers of Earth’s atmosphere

• Recognize and recall basic terms such as:climactic patterns, atmospheric layers, stratosphere, troposphere

• Recognize/recall isolated details such as:- Precipitation is one of the processes of the water

cycle- The troposphere is one of the lowest portions of the

earth’s atmosphere

Gr. 8

106

TOPIC of study for a particular grade

Complex Knowledge

for this topic

Simple, but Important

Knowledge

for this topic

Knows:

Terms and Details (related to the skills & processes)

Is able to:

Skills and Processes (psychomotor and mental)

107

TOPIC: Accessing Information

Complex Knowledge

for this topic


for this topic

Is skilled at:- Searching Internet using keywords in a Google search—

focus on narrowing search

• Recognize and recall basic terms such as:Internet, Google, keywords, search

Grade 8

108

TOPIC: Map Reading

Complex Knowledge

for this topic


for this topic

Is be skilled at:- Reading and interpreting symbols

• Recognize and recall basic terms such as:topographical map, map legend or map key, symbols…..

Grade 5



109

TOPIC: Work Completion

Complex Knowledge

for this topic


for this topic

Is be skilled at:- Handing in assignments that meet format requirements- Developing and implementing basic time-management

plans for assignments- Completing assignments on time and providing acceptable

explanations when assignments are not handed in on time.

• Recognize and recall basic details such as:

- Knows the format requirements for assignments- Knows the elements of basic time-management plans- Knows deadlines for assignments

Grades 6 - 8

110

MARZANO’SGENERIC SCALE

111

4

3

2

1

0

A generic scalefor measurement topics

The student’s responses demonstrate no major errors or omissions regarding any of the

complex information and/or processes

THAT WEREEXPLICITY TAUGHT

3

112

4

3The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2

1

0

The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes THAT WERE EXPLICITLY TAUGHT


2

113

4


2The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1

0

The student provides responses that indicate a distinct lack of

understanding of the knowledge. However, with help, the student

demonstrates partial understanding of some of the

knowledge


1114

4

3

2

1The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge

0

The student provides little or no response. Even with help the

student does not exhibit a partial understanding of the knowledge


0



115

4


2The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1

0

In addition to exhibiting level 3 performance, the student’s

responses demonstrate in-depth inferences and applications that go beyond what was taught in class


4

116

Even with help, no understanding or skill demonstrated.

With help, a partial knowledge of some of the simpler and complex details and processes

No major errors or omissions regarding the SIMPLERdetails and processes that were explicitly taught, BUT major errors or omissions regarding the more COMPLEX ideas and processes

No major errors or omissions regarding any of the information and/or processes (SIMPLER OR COMPLEX) that were explicitly taught

In addition to exhibiting level 3 performance, in-depth inferences and applications in situations that GO BEYOND what was taught in class.

0

1

2

3

4

Generic SCALE for Measurement Topics

117

Patterns of Responses

• Student answers Level 2 items correctly,but not Level 3 and Level 4 items.

• Student answers Level 2 and Level 3 items correctly, but not Level 4 items.

• Student misses all items,but with help can answer some correctly.

• Students misses all items even when helped.

Score

2

3

1

0 118

The complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5)

Building the Complete Scale

119

.5 With help, a partial knowledge of some of the simpler details and processes but not of the

more complex ideas and processes.

1.5 Partial knowledge of the simpler details and processes, but major errors or omissions

regarding the more complex ideas and processes.

2.5 No major errors or omissions regarding any of the simpler information and/or processes and

partial knowledge of the more complex information and processes.

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and

applications that go beyond what was taught in class.

Even with help, no understanding or skill demonstrated.0

With help, a partial knowledge of some of the simpler and complex details and processes.

1

No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more COMPLEX ideas and processes

2

No major errors or omissions regarding any of the information and/or processes (SIMPLER OR COMPLEX) that were explicitly taught

3

In addition to exhibiting level 3 performance, in-depth inferences and applications in situations that GO BEYOND what was taught in class.

4

SCALE Format for Measurement Topics

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

120

• You then create assessment items for:

Level 2 Important but Simpler,

Level 3 Important and relatively Complex, AND

Level 4 Use of Knowledge in Novel Situations

Item Response Theory

“A Scale That Measures Learning Over Time”

• For each topic, you identify the knowledge for:

Level 3 Important and relatively Complex

Level 2 Important but Simpler

This means that……..



121

•Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.

•Construct a rubric, or other type of common scale, for each learning goal.

•Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)

•Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about studentprogress.

•Periodically aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved.

Continuous Monitoring of Student Achievement

AND, Adjusting Learning (Instruction)122

and

Adjust Learning Experiences Accordingly

• Grouping and regrouping within the classroom and systemically

• Support Classes– double dipping

• Take Responsibility – “ability to respond”

• “Re-teaching” blocks of time”

•????????????

Front-load the Interventions!

123


to Make?124


Student Learning









Practices

Step 1

Step 2

Step 3

Step 4The Changes!

125


Student Learning









Practices

Step 1

Step 2

Step 3

Step 4

Track Learning

Goals

Formative Feedback

GradingPolicies

ReportCard(etc)


The Changes!

126

Use FORMATIVE FEEDBACKto monitor and encourage student learning



127

Like most things in education, classroom assessment enhances student achievement under certain conditionsonly (Marzano)

Remember!

128

The Conditions (hmm – criteria):

Feedback from classroom assessments should provide students with a clear picture of: - their progress on learning goals, - how they might improve

1.

Feedback from classroom assessment should encourage students to improve.

2.

Classroom assessment should be formative in nature.3.

Formative classroom assessments should be quite frequent.

4.

129

Feedback from classroom assessments should

provide students with a clear picture of:

- their progress on learning goals, and


Condition # 1

130

Feedback from classroom assessments shouldprovide students with a clear picture of:

- their progress on learning goals, and- how they might improve

Establish Measurement Topics

(specific learning goals!)

Use a scoring scalewith tight logic

(“Evaluation by rule”)to provide formative feedback

to students

131



6 Right/wrong -3

39 Provide correct answers 8.5

30 Criteria understood by student vs. not understood

16

9 Explain 20

4 Student reassessed until correct

20

Bangert-Drowns, Kulik, Kulik, & Morgan, 1991


132



89 Displaying results graphically

26

49 Evaluation by rule[uniform way of interpreting

results of classroom assessments using a tight

logic)

3249 Evaluationby Rule

32

Fuchs & Fuchs 1988

Uniform way of interpreting results of classroom assessments using a tight logic




133

• Establish Measurement Topics

Use Formative Assessment to Monitor

and Encourage Student Learning

•Monitor and Encourage Student Achievement through Classroom Formative Assessment for Each Measurement Topic

Item Response Theory vs. Points/percentages

The Change!134

In Search of the “True Score”True Score = Observed Score + Error

Item Response Theory vs. Points/percentages

Step 2: Use Formative Assessment to Monitor


Remember?? Standard Error of Measure (SEM)

SAT SEM = 30

135

Total /100

+

+

A. Items 1-10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15-16

Two items that asks for application in novel situations–in situations that go beyondwhat was explicitly taught

Total for section

Total for section

Total for section136

Points/percentages

Item Response Theory

“A Scale That Measures Learning Over Time”

Step 2: Use Formative Assessment to Monitor


•Monitor and Encourage Student Achievement through Classroom Formative Assessment for Each Measurement Topic

137


to Make?138


Student Learning









Practices

Step 1

Step 2

Step 3

Step 4The Changes!



139


Student Learning









Practices

Step 1

Step 2

Step 3

Step 4

Track Learning

Goals

Formative Feedback

GradingPolicies

ReportCard(etc)


The Changes!

140

GRADING PRACTICES

(FormativeFeedback)

141

Making StandardsUsefulAssigning FINAL

SCORESfor TOPICS

142

Assessment

Assessment

Assessment

Assessment

Topic:

1. Average

4

The Research “Test”

What is the degree to which this practice:

Encourages students to learn?

Supports that mistakes are inherent in the learning process?

Supports students learning in different timeframes

143

Assessment

Assessment

Assessment

Assessment

Topic:

2. Weighted Average

5

X 2






144

Topic:

3. Assessment Event

Assignment/Assessment




X 0

X 0

X 0

X 0

Assessment Event








145

Assessment

Assessment

Assessment

Assessment

Topic:

4. Trend Score (Power Law)

146

Power Law

0102030405060708090

100

1 rep 10reps

20reps

100reps

1000reps

2000reps

3000reps

4000reps

learning

147

In Search of the “True Score”

Observed Score = True Score + Error

Remember? Standard Error of Measure (SEM)

SAT SEM = 30 148

Power Law

3

2.5

2

1.5

1

.5

0Pre-Test Score 2 Score 3 Score 4 Score 5 Score 6 Post-Test

Average Score = 1.64

Learning Trend = 2.21

.71

1.24

1.551.78

1.94

2.08

2.21

Mode = 1.5

1 1 1.5 1.5 1.52 3ObservedScore

149

2.0 3.0 2.01.5 2.0 1.02.0 2.0 1.53.0 2.5 2.02.5 3.0 2.03.0 2.0 2.53.0 3.0 3.02.5 2.5 3.03.0 3.0 3.53.0 3.0 3.0

Topic Scores for Three StudentsStudent 1 Student 2 Student 3

Average

Topi

c S

core

s

Trend Score150

Topic:

4. Trend Score (Power Law)

Assessment

Assessment

Assessment

Assessment








151

Assessment 2.5

Assessment 3.0

Topic:

5. Growing Preponderance of Evidence

Assessment 2.0

Assessment 3.0

Assessment 1.5

152

1.0

Student #1

1.5

2.02.5

3.0

3.5

3.5

7 assessments

153

2.5

Student #2

3.0

3 assessments

3.5

154

3.5

Student #3

4.0

2 assessments

155

Marzano:

“For any given student you use…as many or as few assessments as are needed to make a valid and reliable judgment.”

156

Topic:

5. Preponderance of Evidence

Assessment 2.5

Assessment 3.0

Assessment 2.0

Assessment 3.0

Assessment 1.5








157

Who decides which method is used to determine FINAL SCORES for TOPICS?

• Individual teachers?

• School policy?

• District policy?

Decision Time!

158

Making StandardsUsefulAssigning

FINAL Courseor Subject Grade

159

Making StandardsUseful

Two Approaches

Compensatoryapproach

Conjunctiveapproach

160


Assigning FINAL Course or Subject Grade

Compensatory Approach

Performance on one measurement topic can compensate for performance

on another.

161

“..…Isolated overall letter grades (or overall percentage scores or even average rubric scores) are extremely deficient because they cannot provide the level of detailed feedback necessary TO ENHANCE STUDENT LEARNING. This inherent weakness of overall or omnibus grades and scores has been recognized and discussed by a number of assessment experts.

—Marzano’s Classroom Assessment & Grading That Work

My emphasis here!

“….An overall grade is relatively meaningless from a measurement perspective. However, overall grades will probably be the norm in most schools for some time to come.”

16232.512n/aTOTALS

3.513.5Behavior

2.512.5Participation

2.512.5Work completion

2.012.0Patterns & functions

6.023.0Problem-solving

1.511.5Measurement

5.022.5Central tendency & dispersion

2.512.5Data analysis & distributions

7.023.5Probability

Quality

Points

WeightFinal

Topic Score

Measurement

Topic

The Weighted Average

32.5 divided by 12 = 2.71 (the student’s summary score)



163

3.00 - 4.00 = A

2.50 - 2.99 = B

2.00 - 2.49 = C

1.50 - 1.99 = D

Below 1.50 = F

Just an example!

Converting Scaled Scores to Letter Grades

164

3.00 - 4.00 = A

3.90 - 4.00……….1003.80 - 3.89………...993.70 - 3.79…………983.60 - 3.69………..973.50 - 3.59………..963.40 - 3.49…….….953.30 - 3.39…..…...943.20 - 3.29……..…933.10 - 3.19………...923.00 - 3.09……....91

Converting Scaled Scores to Letter Grades and Percentages

Just an example!

165


Assigning FINAL Course or Subject Grade

Conjunctive Approach

One score does not “pull up” another. Rather, overall grades are determined

by score patterns across the measurement topics.

166

One Example of a Conjunctive System

No topic score below 3.0




Some topic scores below 1.5

What are the pluses and minuses of this scenario?

A

B

C

D

F

Grade Score Pattern

167

Another Example of a Conjunctive System

Grade

A

B

C

D

F

No topic score below 2.5 and the majority 3.0 or above




Some topic scores below 1.0 or the majority not above 1.5

Score Pattern

What are the pluses and minuses of this scenario?

168

1. Which approach will you use to determine final course grades?

Compensatory approach?

Conjunctive approach?

2. Who decides this? Individual teachers? School policy? District policy?

Decision Time!



169

Making StandardsUsefulAssigning FINAL SCORES

for ACADEMIC TOPICS andNON-ACADEMIC FACTORS

Academic Grade:

Topic:

Topic:

Topic:

Topic: Average or weighted average

Academic Grade:

Topic:

Topic:

Topic:

Topic:

Non-Academic Grade:

Investment:

Homework:

Academic Grade:

Topic:

Topic:

Topic:

Topic:

Non-Academic Grade:

Investment:

Homework:

Grade for Class/Subject

?????

173

Some teachers will want student performance on these factors averaged back into the overall grade for the subject or course; others will not.

Should this be a district or school decision or should each teacher decide?

Decision Time!

174

Some teachers will want to be able to take credit away from students or lower the grade for behavioral infractions.


Decision Time!



175

Some teachers will want to be able to give zeroes for work not passed in.


Decision Time! Academic Grade:

Topic:

Topic:

Topic:

Topic:

NonAcad. Grade:

Investment:

Homework:

Grade for Class/Subject

?????

177


to Make?178


Student Learning









Practices

Step 1

Step 2

Step 3

Step 4The Changes!

179


Student Learning









Practices

Step 1

Step 2

Step 3

Step 4

Track Learning

Goals

Formative Feedback

GradingPolicies

ReportCard(etc)


The Changes!

180

REPORT CARDS…..

(FormativeFeedback)



181Janie

Jamal

Josh

Students


Standard Topics

3.7

2.02.01.34.01.33.34.03.7

3.3

3.73.72.32.33.33.32.01.7

3.7

3.02.72.33.73.34.03.73.7

Investment

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

0

Ass

ign

9 10

/25

Ass

ign.

5 --

10/1

Ass

ign.

6 --

10/8

Ass

ign

6710

/20

Ass

ign

8 –

10/2

1

Academic AssignmentsWork

completion

182Janie

Jamal

Josh

Students


Standard Topics

3.7

2.02.01.34.01.33.34.03.7

3.3

3.73.72.32.33.33.32.01.7

3.7

3.02.72.33.73.34.03.73.7

Homework

Ass

ign.

1 --

10/1

Ass

ign.

2 --

10/7

Ass

ign

3 10

/11

Ass

ign

4 –

10/2

0

Ass

ign

9 10

/25

Ass

ign.

5 --

10/1

Ass

ign.

6 --

10/8

Ass

ign

6710

/20

Ass

ign

8 –

10/2

1

Academic Assignments

183

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

184

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

185

Standards Based Gradebook with Non-Achievement Factors

See fu

ll siz

ed pa

ge at t

he en

d of y

our p

acket.

186

About Action Research with Bob

Marzano



187

Choose the assessment/grading strategy to study.

ACTION RESEARCH

Choose the unit of

instruction.

Design a pretest and posttest for that

unit.

Administer the

pretest.

Record the posttest scores (along with student demographic information).

Administerthe

posttest .

Submit all data to your

school leader.

ORDeliver the same unit

to two groups of students: during one, use the strategy;

during the other, do not use the strategy

If you teach the same course/subjectto two different classes….

Deliver two different units within the same subject area to the same students: during one, use the strategy; during the other, do not use the strategy

If you are aself-contained classroom…..

and….do your own reflection (journal?) during the whole process!!

188

Possible Focus for

ACTION RESEARCH in Assessment & Grading

- using the scoring scale format for giving students feedback

Study the effects of:

- separating out academic and non-academic feedback

- students charting their progress

- using a formative approach to feedback and final grades

Data due to M

ichael b

y February 9th

4I h

ave

ever

ythi

ng d

escr

ibed

in le

vel 3

, AN

D I

go b

eyon

d w

hat w

as d

irect

ly ta

ught

in c

lass

.

3I h

ave

all t

he si

mpl

e in

form

atio

n, A

ND

I ha

ve n

o m

ajor

er

rors

on

the

com

plex

kno

wle

dge

dire

ctly

taug

ht in

cla

ss.

2I h

ave

the

simpl

e, y

et im

port

ant i

nfor

mat

ion,

BU

T I h

ave

maj

or e

rror

s on

the

mor

e co

mpl

ex k

now

ledg

e.

1I m

ake

maj

or m

istak

es.

I jus

t don

’t un

ders

tand

it y

et.

Wha

t are

they

lear

ning

? H

ow w

ell a

re

they

lear

ning

?

Wor

ldLi

tera

ture

AP

Cal

culu

s

Econ

omic

s

Wha

t are

they

lear

ning

? H

ow w

ell a

re

they

lear

ning

?

Stu

dent N

am

e J

ohnn

y D

oe

Language

Art

Gra

de s

o far

this

quart

er:

CL

AN

GU

AG

E A

RT

S L

EA

RN

IN

G G

OA

L4

-A E

xceed

s g

ra

de l

evel

sta

nd

ard

2-C

Belo

w g

rad

e l

evel

sta

nd

ard

3-B

Meets

grad

e l

evel

sta

nd

ard

1

-D S

ign

ific

antl

y b

elo

w g

rad

e l

evel

sta

nda

rd

0-F

—N

ot

eno

ug

h w

orked

co

mp

lete

to

pro

vid

e a

sco

re

WR

IT

IN

G (

focu

s h

as b

een

on

pers

uasiv

e w

rit

ing

)

1.

Org

an

izes i

deas f

or

wri

tin

g2+

(C

+)

2.

Ed

its f

or

gra

mm

ar

an

d c

on

ven

tio

ns

3-

(B-)

3.

Wri

tin

g s

ho

ws s

tro

ng v

oic

e a

nd

wo

rd c

ho

ice

3 (

B)

RE

AD

IN

G (

focu

s h

as b

een

on

sh

ort

sto

rie

s f

or f

icti

on

, b

iog

ra

ph

y f

or n

on

-fic

tio

n)

1.

Un

ders

tan

ds a

nd

uses w

hat

is r

ead

—fi

cti

on

4 (A

)

2.

Un

ders

tan

ds a

nd

uses w

hat

is r

ead

—n

on

-fic

tio

n3-

(B

-)

LIT

ER

AT

UR

E (

focu

s h

as b

een

on

sh

ort

sto

rie

s)

1.

Un

ders

tan

ds c

hara

cte

risti

cs o

f m

ajo

r ty

pes o

f li

tera

ture

2+

(C

+)

2.

Un

ders

tan

ds lit

era

ry e

lem

en

ts s

uch

as p

lot,

ch

ara

cte

r2 (

C)

AC

CE

SS

IN

G A

ND

US

IN

G I

NF

OR

MA

TIO

N

1.

Un

ders

tan

ds c

hara

cte

risti

cs o

f in

form

ati

on

reso

urc

es

No

t gra

ded

th

is p

erio

d

2.

Fin

ds, sele

cts

, o

rgan

izes, an

d u

ses in

form

ati

on

No

t gra

ded

th

is p

erio

d

WO

RK

HA

BIT

S4

-AC

on

siste

ntl

y2

-C In

co

nsis

tentl

y

3-B

Gen

era

lly

1-D

S

eld

om

1.

Gets

wo

rk i

n o

n t

ime

1 (

D)

2.

Fo

llo

ws d

irecti

on

s1 (

D)

3.

Part

icip

ate

s in

, an

d c

on

trib

ute

s t

o, cla

ss

3 (

B)

4.

Co

mp

lete

s c

lass a

ssig

nm

en

ts3 (

B)

5.

Co

mp

lete

s h

om

ew

ork

1 (

D)

6.

Pu

ts e

ffo

rt in

to w

ork

2 (

C)

Jo

hn

ny D

oe’s

gra

de

fo

rL

ea

rnin

g G

oals

--

2.7

--(B

-)

Wo

rk H

abits -

-1

.8--

(C-)

Ove

rall

2.2

--(

C)

Jo

hn

ny h

as a

lis

t o

f a

ssig

nm

en

ts,

the

sco

res o

n e

ach

, a

nd

the

mis

sin

g w

ork

.

Sta

ndar

ds B

ased

Gra

debo

ok w

ith N

on-A

chie

vem

ent F

acto

rs

.5W

ith h

elp,

a pa

rtia

l kno

wle

dge o

f som

e of t

he si

mpl

er d

etai

ls an

d pr

oces

ses b

ut n

ot o

f the

mor

e co

mpl

ex id

eas a

nd pr

oces

ses.

1.5

Part

ial k

now

ledg

e of t

he si

mpl

er d

etai

ls an

d pr

oces

ses,

but m

ajor

erro

rs o

r om

issio

ns

rega

rdin

g the

mor

e com

plex

idea

s and

proc

esse

s.

2.5

No

maj

or er

rors

or o

miss

ions

rega

rdin

g any

of t

he si

mpl

er in

form

atio

n an

d/or

proc

esse

s and

part

ial k

now

ledg

e of t

he m

ore c

ompl

ex in

form

atio

n an

d pr

oces

ses.

3.5

In

addi

tion

to ex

hibi

ting l

evel

3 pe

rfor

man

ce, p

artia

l suc

cess

at i

n-de

pth

infe

renc

es a

nd

appl

icat

ions

that

go b

eyon

d w

hat w

as ta

ught

in cl

ass.

Eve

n w

ith

help

, no

unde

rsta

ndin

g or

ski

ll de

mon

stra

ted.

0

Wit

h he

lp, a

par

tial

kno

wle

dge

of s

ome

of t

he s

impl

er a

nd c

ompl

ex d

etai

ls a

nd

proc

esse

s.1

No

maj

or e

rror

s or

om

issi

ons

rega

rdin

g th

e SI

MPL

ER

det

ails

and

pro

cess

es B

UT

m

ajor

err

ors

or o

mis

sion

s re

gard

ing

the

mor

e C

OM

PLE

X id

eas

and

proc

esse

s2

No

maj

or e

rror

s or

om

issi

ons

rega

rdin

g an

y of

the

info

rmat

ion

and/

or p

roce

sses

(S

IMPL

ER

OR

CO

MPL

EX

) th

at w

ere

expl

icit

ly t

augh

t3

In a

ddit

ion

to e

xhib

itin

g le

vel 3

per

form

ance

, in-

dept

h in

fere

nces

and

app

licat

ions

in

sit

uati

ons

that

GO

BE

YO

ND

wha

t was

taug

ht in

cla

ss.

4SCA

LE

For

mat

for

Mea

sure

men

t T

opic

s

Download - Classroom Assessment and Grading That Workmrsfsclass.weebly.com/uploads/5/8/2/3/5823304/marzano-classroom... · 5. To identify academic topics 8. To use a grading scale that provides

Top Related