.
We accept learning as the
fundamental purpose of our
school and therefore are willing
to examine all practices in light of
the impact on learning.
- DuFour, DuFour, Eaker, Many
.
We are committed to working
together to achieve our collective
purpose. We cultivate a
collaborative culture through
development of high-performing
teams. - DuFour, DuFour, Eaker, Many
We assess our effectiveness on the basis of
results rather than intentions. Individuals,
teams, and schools seek relevant data and
information, and use that information to
promote continuous improvement.
- DuFour, DuFour, Eaker, Many
GROUP NORMS
 Are Respectful of Other’s Opinions and Listen with an
Open Mind; Limit the Use of Electronics for Breaks
 Collaborate in Group Work
 Take Responsibility for Engaging in Learning and
Continuous Growth
It’s Okay to have Fun!
Suffering is Optional.
TODAY’S LEARNING GOAL
Participants will be able to
develop a scale for tracking
student progress towards
achieving a learning goal.
TELL US WHAT YOU KNOW AND KWL…
http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf
SELF-ASSESSMENT
Participants will be able to develop and use a scale to track
student progress toward achieving the learning goal.
0 I know nothing about this learning goal.
1
I really don’t understand what is included in a scale, I might
be able write a goal and start a scale with some help.
2
I understand the parts of a scale and can communicate a
learning goal but don’t think I can construct a scale by
myself.
3
I can construct and use a scale to track student progress
toward achieving the learning goal.
4
In addition to constructing and using a scale, I can design
formative assessments to evaluate student performance at
each of the scale scores.
TRACKING MY PROGRESS
Participants will be able to develop and use a
scale to track student progress toward achieving
the learning goal.
MarzanoResearch.com
Four Critical Questions that Define the Work of a PLC
1
2
What is it we
expect our
students to
learn?
How will we
know when
students have
learned?
?
3
How will we
respond when
students have
NOT learned?
4
How will we
respond when
students have
learned?
- DuFour, DuFour, Eaker, Many
CLASS BUILDING
DANCE
PARTNERS
DANCE CARD
What Marzano’s research says High Probability Strategies
- Marzano Research Laboratory
LEARNING CONTINUUM SCALE

A Scale is an attempt to create a continuum that
articulates distinct levels of knowledge and skill
relative to a specific topic.

It can be thought of as an applied version of a
learning progression.

A well written scale should make it easy for
teachers to design and score assessment tasks
that can be used to generate both formative and
summative scores.
- Dr. Robert Marzano
Courtesy:
Hamilton Elementary
1st Grade Team
Source: MarzanoResearch.com
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
SEMINOLE COUNTY
PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.
Scales should:

be related to the learning goal

articulate the levels of performance using the taxonomy

be written in student language

provide consistent feedback to students

encourage students to improve.
No major errors or omissions regarding the score 3.0 content
2.5
2.0
1.5
1.0
0.5
0.0
SEMINOLE COUNTY
PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.
Scales should:

be related to the learning goal

articulate the levels of performance using the taxonomy

be written in student language

provide consistent feedback to students

encourage students to improve.
No major errors or omissions regarding the score 3.0 content
2.5
2.0
Participant recognizes and describes specific terminology such as:

Learning Continuum

Target Learning Goal

Simpler Content

More Complex Content
No major errors or omissions regarding the score 2.0 content
1.5
1.0
0.5
0.0
SEMINOLE COUNTY
PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.
Scales should:

be related to the learning goal

articulate the levels of performance using the taxonomy

be written in student language

provide consistent feedback to students

encourage students to improve.
No major errors or omissions regarding the score 3.0 content
2.5
2.0
Participant recognizes and describes specific terminology such as:

Learning Continuum

Target Learning Goal

Simpler Content

More Complex Content
Participant is able to communicate a clear learning goal.

Goal is a statement of what a student will know or be able to do.

Goal is not written as an activity or assignment.

Goal supports the standards/benchmark for the course.
No major errors or omissions regarding the score 2.0 content
1.5
1.0
0.5
0.0
SEMINOLE COUNTY
PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.
No major errors or omissions regarding the score 4.0 content
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.
Scales should:

be related to the learning goal

articulate the levels of performance using the taxonomy

be written in student language

provide consistent feedback to students

encourage students to improve.
No major errors or omissions regarding the score 3.0 content
2.5
2.0
Participant recognizes and describes specific terminology such as:

Learning Continuum

Target Learning Goal

Simpler Content

More Complex Content
Participant is able to communicate a clear learning goal.

Goal is a statement of what a student will know or be able to do.

Goal is not written as an activity or assignment.

Goal supports the standards/benchmark for the course.
No major errors or omissions regarding the score 2.0 content
1.5
1.0
0.5
0.0
SEMINOLE COUNTY
PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
SEMINOLE COUNTY
PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.
Scales should:

be related to the learning goal

articulate the levels of performance using the taxonomy

be written in student language

provide consistent feedback to students

encourage students to improve.
No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as:

Learning Continuum

Target Learning Goal

Simpler Content

More Complex Content
Participant is able to communicate a clear learning goal.

Goal is a statement of what a student will know or be able to do.

Goal is not written as an activity or assignment.

Goal supports the standards/benchmark for the course.
No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
SEMINOLE COUNTY
PUBLIC SCHOOLS
Four Critical Questions that Define the Work of a PLC
1
2
What is it we
expect our
students to
learn?
How will we
know when
students have
learned?
?
3
How will we
respond when
students have
NOT learned?
4
How will we
respond when
students have
learned?
- DuFour, DuFour, Eaker, Many
LEARNING GOALS CHART
MAKE A DISTINCTION BETWEEN LEARNING GOALS
AND LEARNING ACTIVITIES OR ASSIGNMENTS
A learning goal identifies what students
will learn or be able to do as a result of
instruction, separate from what they do
to demonstrate the learning.
Learning activities and assignments help
students reach learning goals.
LEARNING GOALS, ACTIVITIES & ASSIGNMENTS: EXAMPLE
Subject
Learning Goal
Activity
Assignment
Physics
Students will be able to
analyze the motion of an
object in terms of its
position, velocity,
and acceleration (with
respect to a frame of
reference) as functions
of time.
Students will watch a
video that
demonstrates the
relationship between
velocity, distance,
acceleration, and
time.
Students will design,
construct, and
launch a water bottle
rocket with small
groups to assess
understanding.
Read pp 647-682
and complete a
graphic organizer
and the chapter
review questions.
TRACKING MY PROGRESS
Participants will be able to develop and use a
scale to track student progress toward achieving
the learning goal.
MarzanoResearch.com
Four Critical Questions that Define the Work of a PLC
1
2
What is it we
expect our
students to
learn?
How will we
know when
students have
learned?
?
3
How will we
respond when
students have
NOT learned?
4
How will we
respond when
students have
learned?
- DuFour, DuFour, Eaker, Many
SCALES AND THE USE OF FEEDBACK
If
•goals provide
clear targets
for learning
Then
•feedback
facilitates the
process of
reaching
those targets.
SCALE NON-EXAMPLE
Why is this not an example of a scale or rubric?
Learning Goal:
Students will be able to analyze the motion of an object in terms of its
position, velocity, and acceleration (with respect to a frame of reference) as
functions of time.
Water Bottle Rocket Lab
Possible Points
Creativity
15
Listening/Following
Directions Outside
10
Followed Criteria
10
Team Effort
10
Launched
15
Time-of-Flight is a
minimum of 3 Seconds
20
Calculations
20
Score
DEVELOPING SCALES

In depth understanding of the Learning Goal
 Declarative/Procedural
Knowledge
 Requires Strategic and Extended Thinking

Articulation of a logical continuum of thinking
 Foundational
Knowledge to Critical Thinking
 Taxonomies: Webb’s, Bloom’s, Marzano’s

Opportunity for students to extend thinking
 Score
4.0 on the scale
MARZANO’S GENERIC SCALE
Organize Learning Goals into a Scale
• Advanced = 4.0 More Complex Content
• Proficient = 3.0 Target Learning Goal (Complex Content)
• Progressing = 2.0 Simpler Content
Development of a Scale for Student Learning:
Example
Student Learning Goal:
Students will be able to analyze the motion of an object
in terms of its position, velocity, and acceleration (with
respect to a frame of reference) as functions of time.
Scale
Score 4.0
Comments
The student will be able to predict the effect of design changes
on position, velocity, and acceleration of an object in motion.
Score 3.0
Score 2.0
The student will:
- define velocity, acceleration, gravity, change in velocity
- understand the effect of force on an object in motion
Score 1.0
With help, partial success
Score 0.0
Even with help, no success
EXERCISE 3.1 Simpler and More Complex
Content for Learning Goals
http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx#reproducibles
DANCE
PARTNERS
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
3.0
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
The student will:
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding
the more complex ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
USING THE TAXONOMY
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving
Score:
the learning goal.
4.0
Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct and use a scale to track student progress toward achieving the learning goal.
Scales should:

be related to the learning goal

articulate the levels of performance using the taxonomy

be written in student language

provide consistent feedback to students

encourage students to improve.
No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as:

Learning Continuum

Target Learning Goal

Simpler Content

More Complex Content
Participant is able to communicate a clear learning goal.

Goal is a statement of what a student will know or be able to do.

Goal is not written as an activity or assignment.

Goal supports the standards/benchmark for the course.
No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
SEMINOLE COUNTY
PUBLIC SCHOOLS
TRACKING MY PROGRESS
Participants will be able to develop and use a
scale to track student progress toward achieving
the learning goal.
MarzanoResearch.com
SCALE DEVELOPMENT FOR STUDENT LEARNING
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
•
•
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
•
3.0
o
o
o
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
•
•
•
•
The student will:
•
•
•
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
•
•
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
3.0
• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.
o
o
o
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
•
•
•
•
The student will:
•
•
•
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
•
•
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
3.0
• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.
o calculate change in velocity, acceleration, position as a function of time
o attend to meaning of quantities (not just how to compute)
o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
•
•
•
•
The student will:
•
•
•
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
•
•
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
3.0
• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.
o calculate change in velocity, acceleration, position as a function of time
o attend to meaning of quantities (not just how to compute)
o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
•
•
•
•
velocity
acceleration
position
frame of reference
The student will:
•
•
•
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
•
•
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
3.0
• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.
o calculate change in velocity, acceleration, position as a function of time
o attend to meaning of quantities (not just how to compute)
o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
•
•
•
•
velocity
acceleration
position
frame of reference
The student will:
• describe an object’s motion
• understand the effect of force on an object in motion
• calculate speed
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
• evaluate design changes and predict the effect of these changes on position, velocity, and
acceleration of an object in motion.
No major errors or omissions regarding the score 4.0 content
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will:
3.0
• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.
o calculate change in velocity, acceleration, position as a function of time
o attend to meaning of quantities (not just how to compute)
o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
•
•
•
•
velocity
acceleration
position
frame of reference
The student will:
• describe an object’s motion
• understand the effect of force on an object in motion
• calculate speed
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5
0.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Tracking Student Progress
“Two strategies seem especially promising for
schools. One is to expand the quality and
variety of formative assessments; a second
is to promote and organize collective inquiry
into and discussion of student progress and
achievement based on a range of
assessments.”
—Judith Warren Little, (2006) p. 9.Why Common Formative
Assessments?
WWW.MARZANORESEARCH.COM
DEVELOP A SCALE FOR YOUR LEARNING GOAL
 Start with Score 3.0 and write your Target Learning Goal
 Continue to develop Score 2.0 and Score 4.0
 Include specific indicators that would demonstrate
acceptable performance for that score.
Scale
Comments
Score 4.0
Inferential
Understanding
(Beyond Standards)
More Complex Content
Score 3.0 Essential
Complex Content
(Based on the
Standards)
Target Learning Goal
Score 2.0 Essential
Foundational
Knowledge
Simpler Content
SHARE YOUR RESULTS

Combine two PLCs

Share your scale

Each member of the host PLC will ask
questions and provide constructive feedback.

Revise your scale, if necessary.
TRACKING MY PROGRESS
Participants will be able to develop and use a
scale to track student progress toward achieving
the learning goal.
MarzanoResearch.com
LAST DANCE
The Most Powerful Strategy for Improving Student Learning:
Teachers
work
together in
collaborative
teams
Clarify what
students
must learn.
Analyze that
evidence &
determine
how to
respond.
Gather
evidence of
student
learning.
Identify the
most
powerful
teaching
strategies.
“Reflective teaching must
be based on evidence of
student learning, and
reflection is most powerful
when it is collaborative.”
(John Hattie, 2009)
Tracking Student Progress
“Two strategies seem especially promising for
schools. One is to expand the quality and
variety of formative assessments; a second
is to promote and organize collective inquiry
into and discussion of student progress and
achievement based on a range of
assessments.”
—Judith Warren Little, (2006) p. 9.Why Common Formative
Assessments?