Score 3.0 and the New Taxonomy

1. Score 3.0 and the New Taxonomy

2. Measurement Topic Review… • The goal of yesterday’s work was to identify or list up to 35 topics that you are choosing to assess student progress on • This can be accomplished by “unpacking” the EMS – identifying the individual item in each statement that you want to measure • In other words – looking for the “nouns that you want to measure” (Thanks, Rod!)

3. Determining the list of topics is an important first step to scale development – you can’t develop scales unless you know what you are going to measure! • The use of the graphic organizer is optional in this process – if simply making a list works for your group – do it • Some examples of the use of the graphic organizer…

4. Content Area: MATH Grade Level/Course: Algebra 1 Content Topic/Strand: What do you expect the student to know about this topic? EMS Measures of Polygon sides and Angle EMS Congruency and similarity EMS Triangle Inequality Theorem EMS Properties of transversals, circles and quadrilaterals Are you asking the student to know or do more than one thing in each expectation? If you are, break the expectation down into 2-4 smaller pieces. Measure of Sides of triangles and polygons Theorems of Congruency and Similarity Parallel lines and transversals Measure of angles of triangles and polygons Solving Problems using congruency properties of quadrilaterals Proving congruency and similiarity properties of circles These are your Measurement Topics.

6. Remember that the topic list does not have to be perfect – as you develop scales, you may decide to change, combine or split topics • Don’t talk this list to death! As Dr. Marzano would say – “just do it!” Developing the scales will give you an opportunity to revisit topics • Get a list in place and move on to the next step!

7. Writing Score 3.0

8. Writing Score 3.0 elements • What is a Score 3.0 element? • The target goal • Score 3.0 defines the content that is explicitly taught in class under a measurement topic • This is what you expect a student to know and be able to do • Score 3.0 represents the parts of the curriculum that are being assessed

9. Learning Goals vs. Learning Tasks • Score 3.0 elements are written in the form of learning goals, not learning tasks or activities • Learning goals specify the content or skills that the student is expected to know or do • Learning tasks or activities are the classroom activities that a student does in order to accomplish or be assessed on the learning goal. • The simple test for a goal vs. a task – can a student be assessed in multiple ways on the element? If so, the element is a goal

10. Measurability • 3.0 elements must be measureable: • Observable or Quantifiable • Makes predictions about reading • The teacher can observe a student doing this • Performs 10 push-ups with proper form • The teacher can count the number of pushup and observe proper form • Not Measureable • The student enjoys independent reading

11. Specificity of Elements • Elements must be written so that a teacher who is unfamiliar with the process and unfamiliar with the curriculum, knows what the student is expected to know or be able to do and can accurately assess a student! • Avoid terms that can’t be easily defined or allow for subjective interpretation (e.g., enjoys, thinks, considers, discover) • Any terms that do allow for subjective interpretation must be defined – examples are the easiest to provide a definition • Examples can be used to provide specificity (e.g.,…) and also to define terms within the element

12. Differentiation of Elements • Elements must be written to show a increasing level of complexity as the grade level increases • If the element remains the same through several grade levels, examples must be provided to differentiate each level • For Example – ELA will frequently assess the same reading strategies (e.g., inference) at multiple grade levels, but… the complexity of the expectation or text will change. Give examples of what the inference looks like, or use examples of grade level appropriate text to differentiate

13. High Expectations • Score 3.0 should set high expectations for students • The knowledge expected should be complex – expecting a deep understanding of the facts and the big picture, not just the isolated facts • Use verbs that demand high expectations from the student – see verb charts • For procedures, define the level of procedure you want to student to master

14. Constructing Score 3.0 The student: • 1. taxonomically appropriate verb • 2. knowledge or skill • 3. tool or strategy • Describes the role of photosynthesis in providing energy for a plant • Measures the volume of a liquid using a graduated cylinder Place what you want to measure first in the element!

15. Unidimensional scales • For each measurement topic, we are going to write one (maybe 2 if you beg!) Score 3.0 element • Each element should measure only one individual piece of knowledge or skill • If the topic requires more than one (or 2) elements, then break the topic into two or more new topics to maintain unidimensionality • Remember, you can’t measure it all! You will have to make decisions about what to include and measure and what not to include and measure.

16. Why Unidimensional Scales? • Each scale will have only ONE (two if you beg!) unique piece of skill or knowledge being measured • Unidimensional scales make measurement easier and more accurate • The creation of unidimensional scales does result in the creation of more scales, but measures the same amount of content as a multidimensional scale and is much easier to use.

17. Daily Learning Objectives • Ultimately, the Daily Learning Objective can be a part of the scale – use the right side of the scale • It is not necessary to identify these right now – each teacher may arrive at the target goal (score 3.0) via a different path – or set of DLOs – the key is that all teachers have the same target goal!

18. Marzano and Kendall, 2008 The New Taxonomy

19. Overview of the New Taxonomy Level 6 – Self-System Thinking Level 5 – Metacognition Level 4 – Knowledge Utilization Level 3 – Analysis Level 2 – Comprehension Level 1 – Retrieval

20. Retrieval • Executing • Performing procedures • Recalling • Producing information on demand • Recognizing • Determining whether information is accurate, inaccurate or unknown

21. Retrieval

22. Retrieval Verbs

23. Your Turn! - Retrieval With the group at your table , come up with a sample task utilizing: • Recognizing • Recalling

24. Level 2 - Comprehension • Symbolizing • Construct symbolic representations of information • Integrating • Identify basic structure of information

25. Comprehension

26. Comprehension Verbs

27. Your Turn! - Comprehension • With the group at your table, come up with a sample task utilizing: • Symbolizing • Integrating

28. Level 3 - Analysis • Specifying • Identify logical consequences of information • Generalizing • Construct new principles or generalizations based on information • Analyzing Errors • Identify errors • Classifying • Identify categories to which information belongs • Matching • Identify important similarities and differences

29. Analysis

30. Analysis Verbs

31. Analysis Verbs

32. Your Turn! - Analysis With the group at your table, come up with a sample task utilizing: • Specifying • Generalizing • Analyzing Errors • Classifying • Matching

33. Level 4 – Knowledge Utilization • Investigating • Testing an hypothesis using the assertions and opinions of others • Experimenting • Testing an hypothesis using data collected by the student • Problem Solving • Using information to accomplish a goal for which obstacles or limiting conditions exist • Decision Making • Using information to make a decision

34. Knowledge Utilization

35. Knowledge Utilization Verbs

36. Your Turn! – Knowledge Utilization With the group at your table, come up with sample tasks utilizing 1 or 2 of the Knowledge utilization processes… • Investigating • Experimenting • Problem-Solving • Decision – Making

37. Level 5 - Metacognition These are not assessed in the typical classroom • Monitoring Accuracy • The student is able to determine their own level of accuracy • Monitoring Clarity • The student is able to determine how clear their understanding is • Process Monitoring • The student is able to monitor their own progress toward a specific goal • Specifying Goals • The student is able to specify learning goals and develop a plan to achieve them

38. Level 6 – Self Systems Thinking These are not assessed in the typical classroom • Examining motivation • The students identifies his or her own level of motivation towards learning • Examining Emotional Response • The student identifies his or her own emotional response to the learning • Examining Efficacy • The student identifies beliefs about his or her ability to improve competence or understanding • Examining Importance • The student identifies how important the learning is and the reasons behind this belief

39. Your Task… • Begin writing the target goal, or Score 3.0, for each of the topics you identified • Each topic will be defined by its own scale • Electronic copies of the scale are available on the flash drive provided to the team (I have more if we need them!) • Cut and paste the blank scale to add new scales to the document • Save the document with a file name specifying the name of the course

40. Technical stuff… • You will work in cross high school content teams – you are creating a system! • Each content team has a flash drive with a variety of info: • Blank scales • Blank Worksheets • Taxonomy Information • Scale Handbook • Copies of each PowerPoint

41. Use the flash drive to create and store your work • Create a folder on the drive with the name of each course you are developing • Store all work in the folder • At the end of the week, I will transfer copies of the file to my flash drive to take back to the office – a copy of your work will remain here