CLASSROOM ASSESSMENT LITERACY FY11 Pre-School Training Day for Teachers
One American Educator $40,000 + $60,000 $100,000 X 40 Years $4,000,000 X 25 students $100,000,000 13 Years $7,700,000 X 35 Years X 10 Teacher.
Dec 26, 2015
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CLASSROOM ASSESSMENT LITERACY
FY11 Pre-School Training Day for Teachers
FY11 Pre-School Training Day for Teachers
BILL THOMPSONNANCY BRITO
DEPARTMENT OF ASSESSMENT
FY11 Pre-School Training Day for Teachers
FY11 Pre-School Training Day for Teachers
POWER POINT IS POSTED ON DEPT OF ASSESSMENT WEBPAGE
GOAL IS FOR YOU TO THINK ABOUT THINKING ABOUT THE ROLE OF CLASSROOM LEVEL ASSESSMENT
NO PROCEDURAL MANDATES ARE INTENDED
ASSESSMENT--PX47548
PreludePrelude
WHY ARE WE HERE
WE ARE HERE TO INCREASE STUDENT
PERFORMANCE
Why are we hereWhy are we here
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
BILL THOMPSONNANCY BRITO
DEPARTMENT OF ASSESSMENT
FY11 Pre-School Training Day for Teachers
FY11 Pre-School Training Day for Teachers
POWER POINT IS POSTED ON DEPT OF ASSESSMENT WEBPAGE
GOAL IS FOR YOU TO THINK ABOUT THINKING ABOUT THE ROLE OF CLASSROOM LEVEL ASSESSMENT
NO PROCEDURAL MANDATES ARE INTENDED
ASSESSMENT--PX47548
PreludePrelude
WHY ARE WE HERE
WE ARE HERE TO INCREASE STUDENT
PERFORMANCE
Why are we hereWhy are we here
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
POWER POINT IS POSTED ON DEPT OF ASSESSMENT WEBPAGE
GOAL IS FOR YOU TO THINK ABOUT THINKING ABOUT THE ROLE OF CLASSROOM LEVEL ASSESSMENT
NO PROCEDURAL MANDATES ARE INTENDED
ASSESSMENT--PX47548
PreludePrelude
WHY ARE WE HERE
WE ARE HERE TO INCREASE STUDENT
PERFORMANCE
Why are we hereWhy are we here
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
WHY ARE WE HERE
WE ARE HERE TO INCREASE STUDENT
PERFORMANCE
Why are we hereWhy are we here
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
WE ARE HERE TO INCREASE STUDENT
PERFORMANCE
Why are we hereWhy are we here
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
Potential Impact of an American EducationPotential Impact of an American Education
One American Educator$40000 + $60000
$100000 X 40 Years
$4000000 X 25 students
$100000000 13 Years
$7700000 X 35 Years
X 10 Teacher
$27B
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
What Must We Do To Succeed
A Shift in the Purpose of Education A Shift in the Purpose of Education
HOW DO WE ENSURE THAT NO CHILD IS LEFT
BEHIND
Talk Amongst YourselvesTalk Amongst Yourselves
State Assessment
District Benchmark
Assessments
School Unit Tests
Teacher Daily Monitoring
State Assessment
Teacher Daily Monitoring
Practices of High Performing Schools-Comprehensive and
Balanced Assessment System
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
Types Of AssessmentTypes Of Assessment
Practices of High Performing Palm Beach County Schools
State Level
FCAT EOC (OF)District Level
Benchmarks Assessment Diagnostics
(BOTH)
School Level Interim Benchmarks
(FOR)
Teacher Level Minute-by-Minute (FOR)
Level 3 - Policy Level User Superintendents Policy Makers (School Board Dept of Ed Business amp Community Leaders)
13
FCATEOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
Levels of Progress MonitoringLevels of Progress Monitoring
Level 2 - Support UserPrincipal Curriculum Leaders Teacher Teams
Level 1 ndash Classroom UserStudent Teacher Parent
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
HOW DO WE ENSURE THAT NO CHILD IS LEFT
BEHIND
Talk Amongst YourselvesTalk Amongst Yourselves
State Assessment
District Benchmark
Assessments
School Unit Tests
Teacher Daily Monitoring
State Assessment
Teacher Daily Monitoring
Practices of High Performing Schools-Comprehensive and
Balanced Assessment System
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
Types Of AssessmentTypes Of Assessment
Practices of High Performing Palm Beach County Schools
State Level
FCAT EOC (OF)District Level
Benchmarks Assessment Diagnostics
(BOTH)
School Level Interim Benchmarks
(FOR)
Teacher Level Minute-by-Minute (FOR)
Level 3 - Policy Level User Superintendents Policy Makers (School Board Dept of Ed Business amp Community Leaders)
13
FCATEOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
Levels of Progress MonitoringLevels of Progress Monitoring
Level 2 - Support UserPrincipal Curriculum Leaders Teacher Teams
Level 1 ndash Classroom UserStudent Teacher Parent
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
State Assessment
District Benchmark
Assessments
School Unit Tests
Teacher Daily Monitoring
State Assessment
Teacher Daily Monitoring
Practices of High Performing Schools-Comprehensive and
Balanced Assessment System
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
Types Of AssessmentTypes Of Assessment
Practices of High Performing Palm Beach County Schools
State Level
FCAT EOC (OF)District Level
Benchmarks Assessment Diagnostics
(BOTH)
School Level Interim Benchmarks
(FOR)
Teacher Level Minute-by-Minute (FOR)
Level 3 - Policy Level User Superintendents Policy Makers (School Board Dept of Ed Business amp Community Leaders)
13
FCATEOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
Levels of Progress MonitoringLevels of Progress Monitoring
Level 2 - Support UserPrincipal Curriculum Leaders Teacher Teams
Level 1 ndash Classroom UserStudent Teacher Parent
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
Types Of AssessmentTypes Of Assessment
Practices of High Performing Palm Beach County Schools
State Level
FCAT EOC (OF)District Level
Benchmarks Assessment Diagnostics
(BOTH)
School Level Interim Benchmarks
(FOR)
Teacher Level Minute-by-Minute (FOR)
Level 3 - Policy Level User Superintendents Policy Makers (School Board Dept of Ed Business amp Community Leaders)
13
FCATEOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
Levels of Progress MonitoringLevels of Progress Monitoring
Level 2 - Support UserPrincipal Curriculum Leaders Teacher Teams
Level 1 ndash Classroom UserStudent Teacher Parent
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Practices of High Performing Palm Beach County Schools
State Level
FCAT EOC (OF)District Level
Benchmarks Assessment Diagnostics
(BOTH)
School Level Interim Benchmarks
(FOR)
Teacher Level Minute-by-Minute (FOR)
Level 3 - Policy Level User Superintendents Policy Makers (School Board Dept of Ed Business amp Community Leaders)
13
FCATEOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
Levels of Progress MonitoringLevels of Progress Monitoring
Level 2 - Support UserPrincipal Curriculum Leaders Teacher Teams
Level 1 ndash Classroom UserStudent Teacher Parent
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Level 3 - Policy Level User Superintendents Policy Makers (School Board Dept of Ed Business amp Community Leaders)
13
FCATEOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
Levels of Progress MonitoringLevels of Progress Monitoring
Level 2 - Support UserPrincipal Curriculum Leaders Teacher Teams
Level 1 ndash Classroom UserStudent Teacher Parent
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
CLASSROOM ASSESSMENT FOR STUDENT LEARNINGDOING IT RIGHT USING IT WELL
RICHARD J STIGGINS ASSESSMENT TRAINING INSTITUTE 2004
Classroom Assessment LiteracyClassroom Assessment Literacy
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
hellipteachers use evidence of student learning to make judgments on
student achievement against goals and
standards
FOR AS
OF
hellipteachers use inferences about student progress to inform their teaching
hellip students reflect on and monitor their
progress to inform their
future learning goals
Types Of AssessmentTypes Of Assessment
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Assessment
OF LearningSummative
Assessment
FOR LearningFormative
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
What Is the Proper BalanceWhat Is the Proper Balance
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Inside the Black Box Raising Standards Through
Classroom Assessment Black and Wiliam Phi Delta Kappan Last
Modified in January 2008
Effect size 04mdash07Greatest gains are
by low performing students
Research FindingsResearch Findings
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Effect Size 04
bull 50th to 65th percentilebull Two letter grade
improvementbull 20 Math PYGbull 25 Reading PYG
-
Research FindingsResearch Findings
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Effect Size 07
bull US from middle to top 5 in World
bull 30 Math PYGbull 35 Reading PYGbull Effects similar to one-on-one
tutoring
-
Research FindingsResearch Findings
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Instructional Targets
Itrsquos all about providing students with the
opportunity to learn by setting and hitting the instructional targets
-
Research FindingsResearch Findings
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
FROM WHERE DO WE GET THE TARGETS
Talk Amongst YourselvesTalk Amongst Yourselves
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
What are the targetsWhere do we find the
targets
-
Instructional TargetsInstructional Targets
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
23
Lessons
Objectives
Big Ideas
Benchmarks
Standards
NGSSS
The TargetThe Target
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
24
Targets From BenchmarksTargets From Benchmarks
Benchmarks Contain Multiple Facets
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
SC3P81
Measure and compare the temperatures of
various samples of solids and liquids
-
Targets From BenchmarksTargets From Benchmarks
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Types of Targets Stiggins 2004Types of Targets Stiggins 2004
Knowledge
Understanding
Reasoning
Skills
Products
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
bull Explain measurement conceptsbull Identify solids and liquids
bull Solve problemsbull Compare concepts and constructs
bull Use measurement toolsbull Conduct investigations
bull Create a chartbull Construct research
reports
Instructional TargetsInstructional Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
bull I can explain measurement conceptsbull I can identify solids and liquids
bull I can solve problemsbull I can compare concepts and
constructs
bull I can use measurement tools
bull I can conduct investigations
bull I can make a chartbull I can do research
reports
Student ldquoI Canrdquo TargetsStudent ldquoI Canrdquo Targets
Knowledge
Understanding
Reasoning
Skills
Products
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
bull Selected Response (Matching MC TF - PaperPencil)
bull Extended WrittenOral Responses
bull Extended WrittenOral Responses
bull Performance Assessment
bull Actual Student Work
Knowledge
Understanding
Reasoning
Skills
Products
Target and Assessment Types ndash Whatrsquos the matchTarget and Assessment Types ndash Whatrsquos the match
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Target and Assessments ndash AlignmentTarget and Assessments ndash Alignment
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
bull Has specific targetsbull Specifies for teachers and students
what the targets arebull Measures the studentsrsquo acquisition
of the targetsbull Is followed by re-teaching of targets
missedbull Re-assesses the re-taught targets
-
Every Day Every LessonEvery Day Every Lesson
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WHY DO SOME STUDENTS FAIL
Talk Amongst YourselvesTalk Amongst Yourselves
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
HOW CAN WE INCREASE STUDENT MOTIVATION
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WE INCREASE STUDENTSrsquo INVOLVEMENT IN THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Intrinsic Feeling of
accomplishment
36
Short-Term Success
Extrinsic external reward or
punishment avoidance
MOTIVATION
Which is practiced more often
Long-Term Success
Student Involvement - MotivationStudent Involvement - Motivation
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
37
Satisfaction of basic needs Competence Belonging Usefulness Potency Optimism
Sagor 2003
Student Involvement - MotivationStudent Involvement - Motivation
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
CREDIBLE SUCCESS
bull Find authentic ways to increase opportunities for students to feel competent
bull Increase success
Student Involvement - MotivationStudent Involvement - Motivation
Competence
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
39
Belo
ng
ing
Belo
ng
ing
COMFORT AND
ACCEPTANCE
bull use classroom governance to promote affiliation
bull make classroom friendly to diverse learning styles
bull help students appreciate and make productive use of cultural differences
Student Involvement - MotivationStudent Involvement - Motivation
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
40
UsefulnessUsefulness
THE KNOWLEDGE THAT OTHERS NEED US AND
WANT OUR HELP
bull use cooperative learning bull organize instruction to include problem-based
learning and service help learning
Student Involvement - MotivationStudent Involvement - Motivation
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
41
Pote
ncy
THE NEED FOR POWER
bull Students have power or influence over their ultimate success
bull Students are engaged in outcomes that are related to their own actions effort and hard work not outside forces
Student Involvement - MotivationStudent Involvement - Motivation
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
42
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
43
Competence
Belo
ng
ingP
ote
ncy
Usefulness
Optimism
Basic Needs Working Together = MotivationBasic Needs Working Together = Motivation
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WE CAN USE CLASSROOM ASSESSMENTS TO INCREASE STUDENTSrsquo INVOLVEMENT IN
THEIR OWN LEARNING
How Can We Increase Student Motivation
How Can We Increase Student Motivation
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
45
BASIC NEEDS AND ASSESSMENTS
BASIC NEEDS AND ASSESSMENTS
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
46
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their
learning
PairShare
Using Assessments To Satisfy Basic Needs = Motivation
Using Assessments To Satisfy Basic Needs = Motivation
FCAT EOC
Diagnostics
Interim Benchmark
UnitChapter
Weekly
Daily
Minute by Minute
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WE CAN GIVE STUDENTS INFORMATION THAT
THEY NEED TO IMPROVE
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
48
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
ldquoSTUDENTS CAN HIT ANY TARGET THAT THEY CAN SEE AND HOLDS STILL FOR THEMrdquo
--RICK STIGGINS
Understanding Learning TargetsUnderstanding Learning Targets
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
49
FEEDBACKFEED-FORWARDFEEDBACKFEED-FORWARD
Understanding Learning TargetsUnderstanding Learning Targets
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
50
FEEDBACKFEED-FORWARD
Const
ruct
ive-
Des
crip
tive
Timely
Specific to learning
outcomesFocu
sed
Frequent
Detailed
Realistic
Honest
Explain where and why students have made errors
Provide ample time to make corrections and be successful delaying feedback diminishes the value for learning
Should be linked to objectives and standards
Target achievement not effort
Maintain students moving in the right direction not making erroneous assumptions
Be specific on how to improve
Suggest improvements that are achievable
Be clear to students when they have serious problems
Providing FeedbackProviding Feedback
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Positive feedback
Feed-forward
celebrates success and helps keep students motivated
provides an outline of the next steps to be taken
FeedbackFeed-forward = MotivationFeedbackFeed-forward = Motivation
Constructive feedback
highlights important aspects to focus on
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
52
TEACHERS
CLASSMATES
TEAM
CLASS
PARENTS
Who Gives Feedback Who Feeds-ForwardWho Gives Feedback Who Feeds-Forward
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WE CAN ENCOURAGE STUDENTS TO TRACK
THEIR OWN PROGRESS
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
54
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
SAL-P
ldquoI CANrdquo STATEMENTS
CLASSROOM LEVEL ASSESSMENTS
Setting and MonitoringAcademic Goals
Setting and MonitoringAcademic Goals
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Davies Cameron Politano and Gregory (2003)
benchmark
Knowledge
Skill
1 Product
2 Performance Task
3 Assessment
Weakness
Must learn to go to the next level
Product
Performance
A learning goal is a statement of what a student will know or be able to do
Setting Academic GoalsSetting Academic Goals
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
56Marzano 2006
Monitoring ProgressMonitoring Progress
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WE CAN ENCOURAGE STUDENTS TO COMMUNICATE THEIR
PROGRESS WITH AN ADULT WHO IS IMPORTANT TO THEM
How Else Can We Increase Student Motivation
How Else Can We Increase Student Motivation
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
58
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
TOGETHER IS BETTER ANNE DAVIES ET AL PEGUIS PUBLISHER 1992
Student-Led ConferenceStudent-Led Conference
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
59
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
COMMUNICATING amp REPORTING ON LEARNING OUTCOMES
Student-Led ConferenceStudent-Led Conference
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
60
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
STUDENT INVITES PARENTSPRE-SET AGENDASTUDENT REPORTS
LEARNING TARGETSWORK SAMPLESREQUIRES REHEARSAL
Student-Led ConferenceStudent-Led Conference
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
61Marzano 2006
Monitoring ProgressMonitoring Progress
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
62
Monitoring ProgressMonitoring Progress
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Monitoring ProgressMonitoring Progress
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
64
2030
40
55
0
20
40
60
80
100
120
140
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
words per minute
Target
Progress MonitoringProgress Monitoring
Fluency ChartsFluency Charts
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WHAT QUESTIONS ABOUT STUDENT MOTIVATION DO YOU HAVE
WHAT INFORMATION HAS MADE THE GREATEST IMPACT ON YOU
Talk Amongst YourselvesTalk Amongst Yourselves
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
RATED PO
What About GradingWhat About Grading
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WARNING
THE FOLLOWING CONTAINS EXPLICIT INFORMATION THAT MAY BE CONTRARY TO BELIEFS HELD BY THE VIEWER RESULTING IN POSSIBLE FEELINGS OF ANXIETY OR EVEN ANGER
What About GradingWhat About Grading
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Traditional ldquoObjectiverdquo grading
Vs
Standards Based Grading
A Shift in Grading A Shift in Grading
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Traditional ldquoObjectiverdquo grading
More Reliable
Vs
Standards Based Grading Less Reliable
Myth BustermdashGroup Activity Myth BustermdashGroup Activity
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
CAN YOU RELY ON A 100 POINT SCALE
PRESENTED BY ROBERT MARZANOAHEAD OF THE CURVE CONFERENCE SOLUTION TREE ATLANTA GEORGIA
2008
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Level I
bull Items address the basic details and processes that are relatively easy for students
Level 2bull Items address more complex
ideas and processes and are more difficult for students
Level 3bull Items go beyond what was
taught in class
Types of Items ndash Level of Mastery
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
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
Total for section = ______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Total = 100
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
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
Total for section = ______
Points per item = _______
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
Total = 100
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
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
Total for section = ______
Points per item = _______
All correct = _____ points
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section = ______
Points per item = _______
All correct = _____ points
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 100
__40
__40
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 60
__40
__40
__20
40
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = ____
__70
__20
__20
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
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
Total for section =
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total = 80
__70
__20
__20
0
70
10
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
Total for section =
All Correct
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
Total for section =
Two correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
None correct
Total = 40
__20
__40
__20
20
20
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4
3
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score Description
4In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1The student responses indicate lack of understanding of the knowledge However with help the student shows partial understanding of some of the knowledge
0The student provides little or no response Even with help the student does not exhibit a partial understanding of the knowledge
Can You Rely on a 100 Point ScaleMarzano 2008
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items Total
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
None correct
Rubric Score = ____
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Can You Rely on a 100 Point ScaleMarzano 2008
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Items
A Items 1-10Ten items that require recall of important but simpler content that was explicitly taught
All Correct
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
Two of Four Correct
C Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught
NONE Correct
Score
Description
4
In addition to exhibiting level 3 performance the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3
Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught
2
The student responses indicate major errors regarding the more complex ideas and processes but they do not indicate major errors relative to simpler details and processes
1
The student responses indicate lack of understanding of the knowledge However with help the student shows 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
Can You Rely on a 100 Point ScaleMarzano 2008
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
HOW TO GRADE FOR LEARNING LINKING GRADES TO STANDARDS KEN OCONNOR CORWIN PRESS 2002
What About Grading
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Adequate Sampling Work SamplesAdequate Sampling Work Samples
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Adequate Work SamplingAdequate Work Sampling
Measure and compare the temperatures for various samples of solids and liquids
I canbull explain the difference between heat and
temperaturebull measure in Celsius and Fahrenheitbull use temperature to determine what clothes
to wearbull find the temperature of different solidsbull design a thermos to keep drinks coldbull measure and compare the temperature of
solids and liquids
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Grading should reflect the studentrsquos performance at the time of the grading
Reassessment without penaltymdashCriterion-referenced not standardized
Grade in PencilGrade in Pencil
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
CURRICULUM INSTRUCTION
ASSESSMENT
NGSSS
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Use High Quality Assessments ndash Directly Related to Standards and Aligned Instruction
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Learning styles and multiple intelligences Some student choice All aspects discussed with and understood by
students
Student InvolvementStudent Involvement
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Achievement only Individual work only Limited and careful ldquonumber crunchingrdquomdashif at all
Use of mode or median not mean (average)
From Assessments to GradesFrom Assessments to Grades
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Ratio of targets instructed and met X targets met divide y targets instructed = Z
Holistic Rubric Based on ldquoI Canrdquo Statements
Ideas and ExamplesIdeas and Examples
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Rubric Conversion 40 = Exemplary 30 = Proficient 20 = Approaching 10 = Needs
Development
Ideas and ExamplesIdeas and Examples
Rubric Conversion 30mdash40 = A 250mdash299 = B 20mdash249 = C 15mdash199 = D Below 15 = F
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
PRODUCT CONVERSATION
OBSERVATION
TASK
Ideas and Examples--TriangulationIdeas and Examples--Triangulation
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
WHAT PART OF STANDARDS BASED GRADING POSES THE GREATEST PROBLEM FOR YOU
Talk amongst yourselvesTalk amongst yourselves
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Sort and Select
Vs
No Child Left Behind(Adequate Yearly Progress
Toward Proficiency)
A Shift in the Purpose of Education A Shift in the Purpose of Education
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
Hopelessness and Despair
Vs
Hope and Optimism
A Shift in the Purpose of Education A Shift in the Purpose of Education
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
106
BELIEVE IN SUCCESS
Ensuring the students have feelings of competence belonging usefulness and potency leads to optimism
Vision over the future
Student Involvement - MotivationStudent Involvement - Motivation
Optimism
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
107
IN OUR STUDENTSrsquo WORDSIN OUR STUDENTSrsquo WORDS
How Can We Increase Student motivation and Performance
How Can We Increase Student motivation and Performance
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
108
I can do this I did this
I can answer this question even though it is challenging
I can evaluate and monitor my progress
I can assess my own learning
I know the importance of assessments
I know the purpose of academic standards
I know what I need to do to improve
I know the target
Feeling of CompetenceFeeling of Competence
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
109
Feeling of BelongingFeeling of Belonging
I feel respected in my class
I feel cared for by my teachers and my peers
I am given personal feedback on my assessment results by my teachers and my peers
I have enough time to complete my assignments and tests
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
110
Feeling of UsefulnessFeeling of Usefulness
I am needed by my peers to help them with their challenges
I am important for the success of my group
I am valued by my teachers and my peers for my strengths
I can tutor my peers
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
111
Feeling of PotencyFeeling of Potency
I have the power to do well
I have control over my behavior and performance
I am allowed to make choices on my assignments
I am involved in the assessment process
I have a clear understanding of the classroom goals and objectives
I monitor my own progress regularly
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
112
Feeling of OptimismFeeling of Optimism
I know I will do well in the future
I have a vision for my future
I experience success in my assessments
I am rewarded for my success
ldquoThe future looks brightrdquo
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
- Slide 7
- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
- Slide 51
- Slide 52
- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
- Slide 56
- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
- Slide 69
- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
- Slide 99
- Slide 100
- Slide 101
- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
- Slide 109
- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
113
Competence
Potency
Optimism
Belonging
Usefulness Optimism
Assessment Literate
Motivating the whole childMotivating the whole child
- Classroom Assessment Literacy
- Bill Thompson Nancy Brito Department of Assessment
- Power point is posted on Dept of Assessment webpage Goal is
- Why are we here
- we are here to Increase student performance
- Slide 6
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- Slide 8
- How do we ensure that no child is left behind
- Practices of High Performing Schools-Comprehensive and Balance
- Slide 11
- Practices of High Performing Palm Beach County Schools
- Slide 13
- classroom assessment for student learning Doing it right usi
- Slide 15
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- Slide 19
- Slide 20
- From where do we get the targets
- Slide 22
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- Why do some students fail
- How can we increase Student motivation
- we increase Studentsrsquo involvement in their own learning
- Slide 36
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- Slide 40
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- we can use classroom assessments to increase Studentsrsquo involvem
- Basic Needs and Assessments
- Slide 46
- We can give students information that they need to improve
- ldquoStudents can hit any target that they can see and holds still
- Feedbackfeed-forward
- Slide 50
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- We can encourage students to track their own progress
- SAL-P ldquoI Canrdquo Statements Classroom level assessments
- Slide 55
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- We can encourage students to communicate their progress with a
- Together is Better anne Davies et al peguis publisher 1
- Communicating amp Reporting on learning outcomes
- Student invites parents pre-set agenda student reports LEARNIN
- Slide 61
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- Slide 63
- Slide 64
- What questions about student motivation do you have What in
- Rated PO
- Warning The following contains explicit information that may
- Slide 68
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- Slide 70
- Can you rely on a 100 point scale Presented by Robert marzano
- Types of Items ndash Level of Mastery
- Can You Rely on a 100 Point Scale Marzano 2008
- Slide 74
- Can You Rely on a 100 Point Scale Marzano 2008 (2)
- Can You Rely on a 100 Point Scale Marzano 2008 (3)
- Slide 77
- Can You Rely on a 100 Point Scale Marzano 2008 (4)
- Can You Rely on a 100 Point Scale Marzano 2008 (5)
- Can You Rely on a 100 Point Scale Marzano 2008 (6)
- Can You Rely on a 100 Point Scale Marzano 2008 (7)
- Can You Rely on a 100 Point Scale Marzano 2008 (8)
- Slide 83
- Can You Rely on a 100 Point Scale Marzano 2008 (9)
- Can You Rely on a 100 Point Scale Marzano 2008 (10)
- Can You Rely on a 100 Point Scale Marzano 2008 (11)
- Can You Rely on a 100 Point Scale Marzano 2008 (12)
- Can You Rely on a 100 Point Scale Marzano 2008 (13)
- Can You Rely on a 100 Point Scale Marzano 2008 (14)
- Can You Rely on a 100 Point Scale Marzano 2008 (15)
- Slide 91
- How to grade for learning linking grades to standards ken
- Slide 93
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- Slide 99
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- Slide 102
- What part of standards based grading poses the greatest problem
- Slide 104
- Slide 105
- Slide 106
- In Our Studentsrsquo Words
- Slide 108
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- Slide 110
- Slide 111
- Slide 112
- Slide 113
-
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