The webinar will begin at 3:00 p.m. EDT - Solution...

MARZANO Research Laboratory888.849.0851 marzanoresearch.com

The webinar will begin at 3:00 p.m. EDT

•  The webinar recording and handouts will be available at marzanoresearch.com under Free Resources.

•  You will receive an email with this link within the next five business days.


MARZANO Research Laboratory


Today’s moderators

Beth Watson Marzano Research Laboratory Business Development Manager Primary phone: 303.766.9199 ext. 324 Email: [email protected]


Tips for Today’s Presentation •  Use your Chat dialogue box for technical questions.

Send them to the user named Marzano Research.

•  You will be placed on mute during the webinar. Type content-related questions in the Chat dialogue box, and send the question to the user named Marzano Research.

•  The presenter will answer as many questions as possible during a Q&A at the end of the presentation.


Join the conversation

Follow Marzano Research Laboratory on Twitter @MarzanoResearch

Add #mrlwebinar to your tweets to start a conversation.

Proficiency Scales for the Common Core

Presented by Robert J. Marzano Cofounder and CEO Marzano Research Laboratory Author of Using Common Core Standards to Enhance Classroom Instruction & Assessment

May 23, 2013

dards


The Common Core State Standards

•  “A state-led process that will draw on evidence and lead to development and adoption of a common core of state standards . . . in English language arts and mathematics for grades K-12” (as cited in Rothman, 1022, p. 62).


MetLife’s 2012 Survey of The American Teacher

•  “Most teachers believe that a variety of tools and supports would be helpful for teachers in implementing the Common Core” (p. 64).


Tools and supports rated helpful or very helpful by 90% of teachers:

•  Tools to track individual student progress on key standards (92%)

•  Strategies and coaching to teach content more deeply (93%)

•  Assessments aligned to standards that indicate mastery of concepts (93%)

Source: MetLife (2013). The MetLife survey of the American teacher: Challenges for school leadership. Accessed at https://www.metlife.com/

assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf on April 8, 2013.


Learning Progressions and Proficiency Scales

•  Learning progressions describe how students should develop increasingly sophisticated levels of understanding and expertise in an area of learning over time (Daro, Mosher, & Corcoran, 2011; Heritage, 2008; Nichols, 2010).

•  Proficiency scales organize the CCSS into manageable and assessable learning progressions.


A proficiency scale presents knowledge or skills as a

continuum of simpler, target, and complex goals that students

work toward sequentially.


Generic Proficiency Scale 4.0 Complex learning goal

3.5 In addition to 3.0 performance, partial success at score 4.0 content

3.0 Target learning goal

2.5 No major errors or omissions regarding 2.0 content, and partial success at 3.0 content

2.0 Simpler learning goal

1.5 Partial success at 2.0 content, and major errors or omissions regarding 3.0 content

1.0 With help, partial success at 2.0 and 3.0 content

0.5 With help, partial success at 2.0 content but not at 3.0 content

0.0 Even with help, no success


Proficiency Scale Bank: itembank.marzanoresearch.com


Proficiency Scale for ELA: Example


Proficiency Scale for Math: Example


Measurement Topics

•  Categories of related proficiency scales that usually extend across several grade levels.


Writing Complex 4.0 Learning Targets

Target learning

goal from CCSS

21st Century

Skills

Complex 4.0

Learning Target


21st Century Skills fit into two categories: •  Cognitive Skills

Allow effective information processing and task completion (such as argumentation, investigation, and evaluation)

•  Conative Skills Help students choose an appropriate course of action, often used interpersonally


Cognitive Skills

•  Generating conclusions •  Indentifying common logical errors •  Presenting and supporting claims •  Navigating digital sources •  Problem solving •  Decision making •  Experimenting •  Investigating •  Identifying basic relationships between ideas •  Generating and manipulating mental images


Conative Skills

•  Becoming aware of the power of interpretations

•  Cultivating a growth mindset •  Cultivating resiliency •  Avoiding negative thinking •  Taking various perspectives •  Interacting responsibly •  Handling controversy and conflict resolution



Step 1: Identify the target learning goal (3.0 content).

For example: Use the relationship between particular grade appropriate words (e.g., synonyms, antonyms, homographs) to better understand each of the words ELA-Literacy.L.5.5c



Step 2: Select a cognitive or conative strategy that fits with the target learning goal.

For example: Identifying basic relationships between ideas is a natural fit with the target content.



Step 3: Use words and phrases that match the cogntive or conative strategy to express a complex version of the target learning goal. For example:

Compare and contrast� Give an example� Differentiate� Discriminate�

Classify� What is the relationship between� What was the cause of� Identify categories�


4.0 Complex Learning Target:

The student will compare and contrast the basic relationships expressed by synonyms, antonyms, and homographs.


Designing Assessments for Common Core Proficiency Scales

1.  Identify the measurement topic to be assessed.

2.  Determine how many items there will be for each level of the scale (2.0, 3.0, and 4.0)

3.  Write the assessment items.


Three Types of Assessment Items

•  Level 2 items: Simpler details and processes that have been explicitly taught

•  Level 3 items: Complex ideas and processes that have been explicitly taught

•  Level 4 items: Inferences and applications that go beyond what was taught


Each item is scored as:

•  Completely correct (C) •  Completely incorrect (I) •  Partially correct (P) •  Some secondary teachers like low partial

(LP) and high partial (HP)


Response Patterns

•  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.

•  Student misses all items even when helped.


Response Patterns

•  Student answers level 2 items correctly, but not level 3 and level 4 items. (2.0)

•  Student answers level 2 and level 3 items correctly, but not level 4 items. (3.0)

•  Student misses all items, but with help can answer some correctly. (1.0)

•  Student misses all items even when helped. (0.0)


Assessment Blueprint Item Number Score Level Student Response

1 2.0 C 2 2.0 C 3 2.0 C 4 2.0 P 5 2.0 C 6 3.0 C 7 3.0 I 8 3.0 C 9 3.0 P

10 4.0 I


Tracking Students’ Progress on the CCSS

Source: Marzano et al., 2013, p. 76.


Reporting Students’ Progress on the CCSS

Source: Marzano et al., 2013, p. 77.


Questions?


Upcoming Events

Becoming a Reflective Teacher 2-Day Workshop November 5–6 Omaha, NE

Common Core State Standards 2-Day Workshop November 7–8 Omaha, NE

Register today! 888.849.0851


Featured Book

Order today! 888.849.0851


Professional Development

•  One-day workshops •  Multiple days •  Academies •  Videoconferencing •  Multiple days +

services

Call today! 888.849.0851


Take Our Survey

��

Please take a moment to tell us how we did.��


Additional Information

Sales Representative: Beth Watson 888.849.0851 ext. 105

Customer Service: 888.849.0851

Follow Us: Facebook, YouTube, and Twitter


Thank You!

•  The webinar recording and handouts will be available at marzanoresearch.com under Free Resources.

•  You will receive an email with this link within the next five business days.

The webinar will begin at 3:00 p.m. EDT - Solution...

Documents

Transcript of The webinar will begin at 3:00 p.m. EDT - Solution...