Transcript Using scales to evaluate learning targets

USING SCALES TO
EVALUATE LEARNING TARGETS
Kylie Penner
WHAT MARZANO SAYS…
LEARNING GOALS
 Create learning goals that are clear and visible
for the students to see.
 What will students know or be able to do?
 Bad examples:
Complete the exercises in the back of Chapter 3.
 Create a metaphor representing the food pyramid.
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Good examples:
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What are the defining characteristics of fables, fairy
tales, and tall tales?
Be able to determine subject/verb agreement in
simple, compound, and complete sentences.
WHAT MARZANO SAYS…
SCALES
 Write a rubric or scale for each learning goal.
 Example of a Simplified Scale
Score 4.0 – In depth inferences and applications that go
beyond what was taught.
Score 3.0 – No major errors regarding information and
processes that were explicitly taught.
Score 2.0 – No major errors regarding simpler details,
but major errors regarding more complex ideas.
Score 1.0 – With help, can understand some of the
simple details and some of the more complex ideas.
Score 0.0 – Even with help, no understanding or skill is
demonstrated.
MY SCALE…
MY SCALE (IN ENGLISH!)…
How do I understand the information so far?
 4.0 – I understand!
 3.0 – I understand.
 2.0 – I understand…
 1.0 – I understand?
 0.0 – I do not understand!
 My goal was to create a scale that did not
overwhelm them.
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WHAT WORKS FOR ME….
Created an general evaluation scale specifically
for my needs (Spanish 1)
 Utilized two or three days before a quiz or test
 Students rate themselves from 0-4 on how well
they feel they understand the material as a whole
 Each student writes down a topic on a sticky note
that they feel they need to work on more before
the assessment (vocab, verbs, prepositions, etc…)
 Place their sticky note on that sign on the wall
 Topics and ratings are evaluated and are used to
help create/plan activities that address
troublesome spots
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RESULTS (COMPLETED BEFORE CH. TEST)
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Ratings
Score 4
Score 3
Score 2
Score 1
Score 0
Per. 3
2
14
3
-
-
Per. 4
2
13
2
-
-
Per. 8
-
14
7
-
-
Troublesome Topics
Vocab
28
Tener
4
Possessive Adjectives
19
Conjugations
4
Ir + a + infinitive
2
MY SUGGESTIONS…
Create a scale that works for you!
 My general scale helps me prepare them for
assessments (not necessarily specified for every
learning goal we do in class).
 In my case…
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They can choose for their sticky note to have their
name on it or be anonymous.
 I tell them to be honest! What they write down as
troublesome topics is what I will try to focus on when
we review in order to help them understand it better.
 Rating themselves at a 1 or a 2 does not mean they
are awful at Spanish. It just means they need help
focusing on areas that are hard for them.
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STUDENT ENGAGEMENT
Dan Beranek
WHAT DO I TYPICALLY DO TO NOTICE
WHEN STUDENTS ARE NOT ENGAGED?

The teacher scans the room making note of when
students are not engaged and takes overt action.
TEACHER EVIDENCE
Teacher notices when specific students or groups
of students are not engaged.
 Teacher notices when the energy level in the
room is low.
 Teacher takes action to re-engage students
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STUDENT EVIDENCE
Students appear aware of the fact that the
teacher is taking note of their level of
engagement.
 Students try to increase their level of
engagement when prompted.
 When asked, students explain that the teacher
expects high levels of engagement.

HOW AM I DOING?
Not Using (0) – I should use the strategy, but I
don’t.
 Beginning (1) – I use the strategy incorrectly or
with parts missing.
 Developing (2) – I scan the room, making not of
when students are not engage and take action,
but do so in somewhat of a mechanistic way.
 Applying (3) – I scan the room, making note of
when students are not engaged and take action. I
monitor the extent to which students re-engage.
 Innovating (4) – I adapt and create new
strategies for unique student needs and
situations.
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WAYS TO STIMULATE ENGAGEMENT:
High energy
 Missing information
 The self-system
 Mild pressure
 Mild controversy and competition
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ACTION STEPS
Use games for academic content
 Inconsequential competition
 Manage questions and response rates
 Use physical movement
 Appropriate pacing
 Demonstrate intensity and enthusiasm
 Engage students in friendly controversy
 Provide students a chance to talk about
themselves
 Provide unusual information
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