Courtney KavanaughGeneva Elementary School

Val BrownContent Support Team

Kim DansereauHagerty High School

Are 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.

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Topic:MarzanoScales

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

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 goalarticulate the levels of performance using the taxonomybe written in student languageprovide consistent feedback to studentsencourage 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 ContinuumTarget Learning GoalSimpler 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 demonstrated

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

What Marzano’s research says - High Probability Strategies

- Marzano Research Laboratory

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

Scale Examples Cont.

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

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

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.

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

3D Atomic Model Project

Possible Points Score

Creativity 15

Listening/Following Directions

10

Followed Criteria 10

Team Effort 10

Structural accuracy 15

Description of experimental results supporting this model

20

Atomic parts clearly labeled

20

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

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

Organize Learning Goals into a Scale• Advanced = 4.0 More Complex Content• Proficient = 3.0 Target Learning Goal (Complex Content)

• Progressing = 2.0 Simpler Content

Development of a Scale for Student Learning: Example

Student 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.

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

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

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 goalarticulate the levels of performance using the taxonomybe written in student languageprovide consistent feedback to studentsencourage 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 ContinuumTarget Learning GoalSimpler 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 demonstrated

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Find Exercise 3.1 in your packets. (Place screen shot)

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

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

3.0The student will:

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

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

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

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 demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

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 goalarticulate the levels of performance using the taxonomybe written in student languageprovide consistent feedback to studentsencourage 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 ContinuumTarget Learning GoalSimpler 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 demonstrated

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & Equity

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Courtney_Kavanaugh@scps.k12.fl.us

Kim_Dansereau@scps.k12.fl.us

Valeria_Brown@scps.k12.fl.us