The Scoring Guide

1. The Scoring Guide Writing 2.0 & 3.0 And The new Taxonomy

2. The Scoring Guide Strand Broad category of learning Measurement Topic More specific category of learning within strand D50 Performance Level Score 3.0 The content or skills that are explicitly taught Learning Targets The Score 3.0 bullet is designated the Learning Target. The LT defines proficiency. Score 2.0 Simpler or foundational skills or knowledge at a lower taxonomic level

3. The Scale 4 In addition to exhibiting level-3 performance, in depth inferences and applications that go BEYOND what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (SIMPLE or COMPLEX) that were explicitly taught 2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1 With HELP, a partial knowledge of some of the simpler and complex details and processes 0 Even with help, no understanding or skill demonstrated

4. Writing 3.0’s

5. Writing 3.0’s • What is a 3.0? • 3.0’s represent all of 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 • This represents the parts of the curriculum that are being assessed

6. General Guidelines for Writing 3.0’s 3.0 elements: • Have a procedural or declarative focus • Are unpacked – measure only one piece of knowledge or skill • Are learning goals, not tasks • Are measurable! • Are limited to 4 Learning Targets per topic • Each Learning Target will have a unique Scoring Guide • Are specific! • Are differentiated by grade level

7. Learning Goals vs. Learning Tasks • Score 3.0 Learning Targets 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.

8. Measurability • 3.0 Learning Targets must be measurable • Measurable: • 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 Measurable • The student enjoys independent reading

9. Limit the number of 3.0 Learning Targets! • Research suggest that there should be no more than 3-4 Learning Targets per topic • Why? More than 3 or 4 become impossible to assess and assess well at the same time • Teachers can only keep records of 3-4 things at any given time Note: A Scoring Guide will be developed for each Learning Target

10. Specificity of Learning Targets • Learning targets must be written so that a teacher, unfamiliar with the process and unfamiliar with the curriculum, can assess a student • Avoid terms that can’t be easily defined or allow for subjective interpretation • Terms can be defined within the learning target • Examples can also be used to provide specificity

11. Differentiation of Learning Targets • Learning targets should be written to show an increasing level of complexity as the grade level increases • If the Learning Target remains the same through several grade levels, examples must be provided to differentiate at each level

12. The New Taxonomy(Marzano and Kendall 2008) • Level 6 – Self-System Thinking • Level 5 – Metacognition • Level 4 – Knowledge Utilization • Level 3 – Analysis • Level 2 – Comprehension • Level 1 – Retrieval Complexity Only Levels 1-4 are used in the Scoring Guide

13. Taxonomic Foundations • Score 2.0’s generally fall into • Level 1 - Retrieval • Score 3.0’s generally fall into • Level 2 - Comprehension • Level 3 - Analysis • Score 4.0’s generally fall into • Level 3 – Analysis • Level 4 – Knowledge Utilization • These ARE NOT hard fast rules! • All of this depends on the skill and knowledge being assessed; and the grade level of the student!

14. Taxonomic Foundations of 3.0 • 3.0’s are typically written in the Comprehension and Analysis taxonomic level • The lowest grade levels may have retrieval level elements

15. Level 2 -Comprehension Symbolizing Construct symbolic representation of information Integrating Identify basic structure of information

16. Level 2 -Comprehension Symbolizing Construct symbolic representation of information Integrating Identify basic structure of information

17. 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

18. 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

19. Procedural Knowledge • Macroprocedures • Highly complex procedures, with many subcomponents • Tactics • Complex procedures, with fewer subcomponents • Algorithms • Procedures with very specific steps and very specific outcomes • Single rules • One step procedure, one IF-THEN rule

20. Declarative Knowledge • Generalizations • Statements for which examples can be provided • Principles • Specific generalizations that deal with relationships between ideas • Time Sequences • Events happened between points in time • Facts • Information about specific persons, places, things • Vocabulary Terms • Understanding the general meaning of a word

21. Declarative Knowledge Declarative knowledge has a hierarchy • Organizing Ideas • Generalizations • Principles • Details • Time Sequences • Facts • Vocabulary Terms Complexity

22. Procedural Knowledge Procedural knowledge has a hierarchy • Processes • Macroprocedures • Skills • Tactics • Algorithms • Single Rules Complexity

23. Writing 2.0’s We have defined what the student should be able to do. What if they can’t do it all?

24. Score 2.0 • 2.0 means the student gets and can do the simpler details and processes that were taught • But, the student is not able to do the more complex processes and does not know the more complex information • So, the student gets and can do the simpler stuff, but not the harder stuff

25. Writing 2.0’s • 2.0’s are derived from the 3.0’s • They are simpler details and processes associated with the Score 3.0 learning targets • 2.0’s either identify necessary components of the 3.0 or simpler versions of the 3.0

26. Writing 2.0’s • 2.0’s use the following stem: “There are no major errors or omissions regarding the simpler details and processes as the student: • recognizes or recalls basic terminology such as: • performs basic processes such as:”

27. Terminology • At this step, define the basic vocabulary that the student needs to know • Complete the Scoring Guide by listing the vocabulary appropriate to understand the Score 3.0 content • Not every Scoring Guide has to have vocabulary

28. Basic Processes • 2 types of knowledge • Procedural • Knowing how to do something • Declarative • Knowing something • If the Score 3.0 is procedural, than the 2.0 should be as well • If the Score 3.0 is declarative, then the Score 2.0 is declarative

29. Procedural Knowledge Procedural knowledge has a hierarchy • Processes • Macroprocedures • Skills • Tactics • Algorithms • Single Rules Complexity

30. Procedural Knowledge • Macroprocedures • Highly complex procedures, with many subcomponents • Tactics • Complex procedures, with fewer subcomponents • Algorithms • Procedures with very specific steps and very specific outcomes • Single rules • One step procedure, one IF-THEN rule

31. Procedural 2.0 • When you write procedural 2.0’s, you will move down the hierarchy from the procedural 3.0 • If the 3.0 involves a macroprocedure: • For example: Write a short constructed response • You may move to a lower complexity procedure, like an algorithm • For example: complete a graphic organizer of a short constructed response

32. Declarative Knowledge Declarative knowledge has a hierarchy • Organizing Ideas • Generalizations • Principles • Details • Time Sequences • Facts • Vocabulary Terms Complexity

33. Declarative Knowledge • Generalizations • Statements for which examples can be provided • Principles • Specific generalizations that deal with relationships between ideas • Time Sequences • Events happened between points in time • Facts • Information about specific persons, places, things • Vocabulary Terms • Understanding the general meaning of a word

34. Declarative 2.0 • When you write declarative 2.0’s. you will move down the hierarchy from your declarative 3.0 • If the 3.0 involves a generalization, • For example: Reproduction is a characteristic of all living organisms • Then the 2.0 will ask for details about that generalization • For example: Recognize or recall accurate information about reproduction in living organisms (e.g. provide examples here to keep the statement specific!)

35. The New Taxonomy(Marzano and Kendall 2008) • Level 6 – Self-System Thinking • Level 5 – Metacognition • Level 4 – Knowledge Utilization • Level 3 – Analysis • Level 2 – Comprehension • Level 1 – Retrieval Complexity Only Levels 1-4 are used in the Scoring Guide

36. Taxonomic Foundations • Score 2.0’s generally fall into • Level 1 - Retrieval • Score 3.0’s generally fall into • Level 2 - Comprehension • Level 3 - Analysis • Score 4.0’s generally fall into • Level 3 – Analysis • Level 4 – Knowledge Utilization • These ARE NOT hard fast rules! • All of this depends on the skill and knowledge being assessed; and the grade level of the student!

37. Taxonomic Foundations of 2.0 • Generally, Score 2.0 items will fall into the Retrieval level • However, it depends on the grade level and skills or knowledge being assessed • The rule is that the 2.0 is a simpler level or process than the 3.0

38. Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

39. Executing • Student can perform simple processes • Math algorithms • Editing tasks • Lab procedures • Steps to a dance • But, they do not have a deeper understanding of why they are doing it, only that the steps they are performing are correct Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

40. Recalling • The student can produce information on demand • The student can Recall correct answers when put into context – they can “fill in the blank” • Usually assessed by short answer questions like: • List • Label • Name • Fill in the blank Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

41. Recognizing • The student can determine whether information is accurate, inaccurate or unknown • When they see it, they know that it is right • The correct answer is present, and the student can Recognize the answer • Usually assessed by traditional forced choice tests (e.g. multiple choice, true/false, matching) Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

42. Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

43. The New Taxonomy

44. The New Taxonomy(Marzano and Kendall 2008) • Level 6 – Self-System Thinking • Level 5 – Metacognition • Level 4 – Knowledge Utilization • Level 3 – Analysis • Level 2 – Comprehension • Level 1 – Retrieval Complexity Only Levels 1-4 are used in the Scoring Guide

45. Taxonomic Foundations • Score 2.0’s generally fall into • Level 1 - Retrieval • Score 3.0’s generally fall into • Level 2 - Comprehension • Level 3 - Analysis • Score 4.0’s generally fall into • Level 3 – Analysis • Level 4 – Knowledge Utilization • These ARE NOT hard fast rules! • All of this depends on the skill and knowledge being assessed; and the grade level of the student!

46. Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

47. Executing • Student can perform simple processes • Math algorithms • Editing tasks • Lab procedures • Steps to a dance • But, they do not have a deeper understanding of why they are doing it, only that the steps they are performing are correct Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

48. Recalling • The student can produce information on demand • The student can Recall correct answers when put into context – they can “fill in the blank” • Usually assessed by short answer questions like: • List • Label • Name • Fill in the blank Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

49. Recognizing • The student can determine whether information is accurate, inaccurate or unknown • When they see it, they know that it is right • The correct answer is present, and the student can Recognize the answer • Usually assessed by traditional forced choice tests (e.g. multiple choice, true/false, matching) Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

50. Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown