The rubric uses a 4 point scale 3.0 represents what you want the student to know and be able to do This means that a student can do all of the processes.

The rubric uses a 4 point scale 3.0 represents what you want the

student to know and be able to do This means that a student can do

all of the processes and knows all of the knowledge that was explicitly taught over the course of a unit

Score 3.0

2.0 means the student gets and can do the simpler details and processes that were taught

But, the student is not able to do the more complex processes and does not know the more complex information

So, the student gets and can do the simpler stuff, but not the harder stuff

Score 2.0

Score 2.0 uses the following stem:“There are no major errors or omissions

regarding the simpler details and processes as the student:

◦ recognizes or recalls basic terminology such as:

◦ performs basic processes such as:

Writing Score 2.0

At this step, define the basic vocabulary that the student needs to know

Complete the rubric by listing samples of the vocabulary appropriate to understand the Score 3.0 content

Not every rubric has to have vocabulary

Terminology

2 types of knowledge Procedural

Knowing how to do something Declarative

Knowing something

If the Score 3.0 is procedural, than the 2.0 should be as well

If the Score 3.0 is declarative, then the Score 2.0 is declarative

Score 2.0 Elements

1. Use the hierarchy of procedural knowledge

2. Simpler Version of a Complex Procedure3. Application vs. Demonstration of the

procedure4. Behavioral Scale – using prompts5. Performing the steps of a procedure6. Procedural Declarative

6 Techniques for Writing Procedural Score 2.0

Procedural knowledge has a hierarchy

Processes Macroprocedures

Skills Tactics Algorithms Single Rules

1. Using the Hierarchy

COMPLEXITY

Macroprocedures Highly complex procedures, with many

subcomponents Tactics

Complex procedure, with fewer subcomponents

Algorithms Procedures with very specific steps and

very specific outcomes Single rules

One step procedure, one IF-THEN rule

The Hierarchy of Procedural Knowledge

When you write procedural 2.0’s, you may move down the hierarchy from the procedural 3.0 If the 3.0 involves a macroprocedure:

For example: Write a short constructed response

You may move to a lower complexity procedure, like an algorithm For example: complete a graphic organizer of a short constructed response

Using the Hierarchy

Typically, the expectation or learning goal for Score 3.0 fairly complex, with more complex steps and challenging numbers, or concepts For Example: graphs problems in the slope intercept form

(e.g., 5x-2y=10) Score 2.0 may involve doing simpler versions of

the same procedure–think of practice problems designed to practice and master the procedure. These can be used as Score 2.0 type problems. For Example: graphs simple equations in the slope

intercept form (e.g., y=2x+3) Use examples of the type of problem on both the

2.0 and 3.0 to differentiate between them.

Simpler Version of a Complex Procedure

When the Score 3.0 involves the application of a procedure (e.g., solving a word problem or editing a for capitalization)…

The score 2.0 could be a demonstration of the procedure (e.g., solving a problem or demonstrate the proper capitalization of…)

Application vs. Demonstration of a Procedure

When the procedure is behavioral in nature, you may choose to use a slightly different form of the scale: Score 4.0 – performs the procedure in a new

context or assists others in performing the procedure

Score 3.0 - performs the procedure independently without prompting

Score 2.0 – performs the procedure with a group or class prompt

Score 1.0 – performs the procedure with an individual prompt

3. Behavioral Procedures

When the student is performing a skill that is the sum of a set of steps performed fluently: Score 3.0 could be that the student

performs the skill fluently (e.g., long division, throwing a football)

Score 2.0 could be that the student performs the steps of the procedure in isolation (e.g., performs the steps of long division or throwing a football one at a time but cannot put it together and do it fluently )

4. Performing the steps of a procedure

If the procedure is so simple that it cannot be broken down any further, the 2.0 could be that the student knows information about the procedure Score 3.0 – the student does long division Score 2.0 – the step lists the steps to long

division This could also be true when writing

Score 4.0 – Declarative knowledge about the procedure could be used to go above and beyond

5. Procedural Declarative

1. Writing the expectation at a lower taxonomic level

2. Identifying the foundational knowledge necessary to achieve score 3.0

3. Using vocabulary as foundational knowledge

3 techniques for writing Declarative Score 2.0

Typically, Score 3.0 is written at a Comprehension, Analysis or Knowledge Utilization level

Score 2.0 can be written at a lower taxonomic level, typically Retrieval

This looks like: the student can “recognize or recall isolated details about or examples of the knowledge” expected at Score 3.0

Lower Taxonomic Level

Score 2.0 can also be written to identify the foundational knowledge that a student needs to have in order to successfully meet the expectation at score 3.0

Keep in mind that score 2.0 should represent new knowledge for the student. Do not repeat learning from previous grade levels.

Foundational Knowledge

At times, knowing the vocabulary may be all the foundational knowledge that a student needs

In this case, do not write any basic processes, just complete the vocabulary section of the scale

Vocabulary

Score 4.0 elements involve anything that a student does that is above and beyond what is taught in class

This can include finding out new information, making new generalizations from learned knowledge, applying the information in a new way and demonstrating knowledge in a way that is more than what is expected from other students or ANYTHING above and beyond what was taught

Score 4.0 Elements

Include score 4.0 in the rubric

Pros Cons

• Puts emphasis on learning beyond what was taught by setting a target for the student•Provides guidance for gifted student and teachers of gifted students•Makes assessment clear for the teacher

•Tendency to limit student and teacher to what rubric says, easy to forget that element is only a suggestion•Rubric is designed to limit and focus instruction at the score 3.0 and 2.0 level; use of the rubric shouldn’t change in the middle

Don’t include score 4.0 in the rubric

Pros Cons

•Allows student and teacher to use creativity to design task/assessment•Doesn’t limit student and teacher to only what is written on the rubric•Allows for just about anything to be used to demonstrate knowledge

•Lack of guidance may cause teachers to forget gifted students •May limit the use of the rubric to only score 3.0 and 2.0•Teachers may have difficulty assessing a demonstration of knowledge that is not clearly defined by the rubric

If the district decides to include score 4.0, it must be made very clear, in the rubric and in implementation training, that the included elements ARE ONLY SUGGESTIONS!

Students must have the guidance and opportunity to go above and beyond in any way that the teacher approves