Adapted from: Jakicic, 2011; Marzano, 2010
Scale Overview
The term scale refers to a description of distinct levels of knowledge and skills about a specific topic (the term rubric has a similar meaning). A scale can be thought of as an applied version of a learning progression. A systematic approach to scale design builds consistency from teacher to teacher. Additionally, a well-written scale supports teachers in designing and scoring assessments and in specifically knowing what students do and do not know.
The generic form of a scale with proficiency level descriptions (PLDs) is indicated below:
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 (usually Webb’s DOK 3 & 4)
Advanced
Proficient
2 No major errors or omissions regarding the simpler information and processes, but major errors regarding the more complex ideas and processes (usually Webb’s DOK 1 & 2)
Approaching
1 With help, a partial knowledge of some of the simpler and complex information and processes Emerging
0 Even with help, no knowledge of the simpler or more complex information or processes Not evident
Understanding the Scale
To understand the scale, start with level 3. To receive a level 3, a student must demonstrate competence regarding the information and processes that were explicitly taught. A level 2 indicates competence regarding the simpler content, and a level 4 involves applications beyond what was taught in class. Levels 4, 3, and 2 involve different content; levels 1 and 0 do not. A level 1 indicates that independently a student cannot demonstrate competence in the level 2 or 3 content, but with help, the student demonstrates partial competence. Level 0 indicates that even with help, a student does not demonstrate competence or skill in any of the content.
Developing a scale is an important part of the PLC process, as teachers must know what constitutes proficiency regarding common formative assessments. Teachers can use a scale to design assessments and to score assessments.
Using a Scale to Design an Assessment
A process for writing a scale is indicated below. Two different approaches are discussed, depending on the nature of the task.
CFA with Multiple Tasks
Written at Different Proficiency Levels
1.
Identify a specific learning target.
2.
Write tasks that will be assessed or analyzed at level 3.

What does proficiency look like? How will students demonstrate competence regarding the learning target?
3.
Write tasks that will be assessed or analyzed at level 2.

What does competency regarding the simpler content (terms, facts, processes) look like?
4.
Write the Level 4 tasks (if applicable) to push content but not “steal” from the next year’s standards.

What does going beyond what was taught in class look like?
5.
Organize the assessment into three sections—one for level 2 content, one for level 3 content, and one for level 4 content.
1.
Identify a specific learning target.
2.
Write a task that can be analyzed at multiple proficiency levels. These are often extended-response or performance assessments.

What does proficiency look like? How will students demonstrate competence regarding the learning target?

What does competency regarding the simpler

CFA with One Task
Written at Different Proficiency Levels content (terms, facts, processes) look like?
What does going beyond what was taught in class look like?
By thoughtfully designing assessments around specific learning targets and proficiency levels, PLC teams will know what students have learned and what they are still experiencing difficulty understanding. This allows for a strong instructional response to assure that additional time and support meets students’ learning needs.