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FormativeAssessmentand

StandardsBasedGrading

RobertJ.Marzano
TammyHeflebower
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Copyright 2010 by Marzano Research Laboratory















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TableofContents

Workshop Focus ............................................................................................................
Workshop Agenda .........................................................................................................
Profile: Tammy Heflebower ........................................................................................
PowerPoints ......................................................................................................................
Additional Resources ....................................................................................................


5
7
9
11
79
3
WorkshopFocus
Teachers regularly make important evaluations about student achievement. How
do you know if such decisions are based on sound assessment results?
This workshop will help give you the answer. Tammy Heflebower will take you
through research-based practices for using quality formative classroom and
district-level assessments aligned to solid grading practices.

You will:
Discover research regarding feedback, assessment, and grading.
Learn how to review and revise existing assessments for quality.
Understand how to collaborate to continuously improve assessments and
instruction.
Explore variations among obtrusive, unobtrusive, and student-generated
assessments.
Identify varied uses of assessment information to gain formative, summative,
or instructional feedback.
Learn to track student progress for a better overall picture of performance.
Align grading and reporting practices to formative assessment strategies on
small and large scales.
Marzano Research Laboratory 2010. Marzanoresearch.com
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WorkshopAgenda


Day 1
7:008:00 a.m.

Registration and breakfast

8:0011:30 a.m.

Presentation and Guided Group Work
Research and theory regarding assessment and grading practices
o Working with balanced assessment
o Assessment types and purposes
o Large-, mid-, and small-scale assessments
o Building or district assessment plans
o Criterion-referenced and norm-referenced
o Achievement and aptitude
o Summative and formative

(Break is included.)

11:30 a.m.1:00 p.m.

Lunch (on your own)

1:004:00 p.m.

Presentation and Guided Group Work
Creating proficiency scales for measurement topics
Designing quality classroom or district benchmark assessments
using criteria
Assessment item development
Controlling for bias
Setting cut scores

(Break is included.)



(Continued on next page)
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WorkshopAgenda


Day 2
7:008:00 a.m.

Registration and breakfast

8:0011:30 a.m.

Presentation and Guided Group Work
Addressing three questions about grading
o How precise are grading practices?
o How consistent are grading practices?
o How can we reengage students in the process?
Standards-based versus standards-referenced

(Break is included.)

11:30 a.m.1:00 p.m.

Lunch (on your own)

1:004:00 p.m.

Presentation and Guided Group Work
Tracking student progress: Four approaches
o Summative score at the end of the grading period
o Gradual accumulation of a summative score
o How the class progresses as one
o Continual improvement throughout the year

(Break is included.)


Agenda is subject to change without prior notice.
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Profile:TammyHeflebower
Tammy Heflebower, EdD, is vice president of
research and development for Marzano Research
Laboratory in Englewood, Colorado.

She is a national consultant with experiences in
urban, rural, and suburban districts. Dr. Heflebower
has served as a classroom teacher, building-level
leader, national trainer, professional development
director, and district leader.

Dr. Heflebower began her teaching
career in Kansas City, Kansas, where
she received the District
Distinguished Teacher Award. She
has worked as a National Educational
Trainer for the National Resource and
Training Center at Girls and Boys
Town in Nebraska and an adjunct
professor of curriculum, instruction,
and assessment courses at several
universities.

Contact
Tammy Heflebower
Vice President
9000 East Nichols Ave.
Englewood, CO 80112
303.766.9199
tammy.heflebower@marzanoresearch.com


PublishedWorks
Dr.Heflebowerhascontributed
chapterstoSolutionTreeanthologies:
Proficiency:MoreThanaGrade,
inTheTeacherasAssessment
Leader
ASevenModulePlantoBuild
TeacherKnowledgeofBalanced
AssessmentinThePrincipalas
AssessmentLeader
Marzano Research Laboratory 2010.
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PowerPoints


11
cutting-edge research concrete strategies sustainable success
Formative Assessment &
Standards-Based Grading
Hosted by Dr. Tammy Heflebower
cutting-edge research concrete strategies sustainable success
MarzanoResearch.com
Goals for Today
Review three critical commitments for increasing student
achievement.
Delve deeper into types and purposes.
of assessment.
Work time
Learn about and create proficiency scales.
Work time
Align scales to assessments.
Connect it all together (goalsasst alignment)
Work time
Quality assessment criteria.
application
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
A Continuum...
Lower Risk
Higher Risk
cutting-edge research concrete strategies sustainable success
This isnt a new thing.
You already have curriculum.
You already instruct.
You already assess.
You already evaluate (grade).
The question is how do we do these even
better?
cutting-edge research concrete strategies sustainable success
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P60
P98 P50 P50
P70
Tentative Findings: Reading
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
Important Take-Away 1
Teachers matter
immensely!
cutting-edge research concrete strategies sustainable success
Strong Research Base
School and District Leadership That Works!
Is there a strong relationship (correlation)
between district leadership and student
achievement?
If so, what are the specific leadership behaviors
associated with student achievement?
cutting-edge research concrete strategies sustainable success
Findings
Effective leadership behavior at the district and
school levels does have a positive impact on
student achievement!
Effective leadership at the district and school
levels changes what occurs in classrooms. What
happens in classrooms has a direct effect on
student achievement!
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P60
P98 P50 P50 P70
P50 P84 P84 P57
P50 P98 P98
P63
Tentative Findings: Reading
cutting-edge research concrete strategies sustainable success
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P64
P98 P50 P50 P76
P50 P84 P84 P59
P50 P98 P98
P67
Tentative Findings: Mathematics
cutting-edge research concrete strategies sustainable success
Important Take-Away 2
School and district leadership not only
matters, but also has a direct correlation
and measureable effect on student
achievement!
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cutting-edge research concrete strategies sustainable success
Three Critical Interventions
(Commitments)
A system of individual clear learning goals
connected to student feedback and evaluation
at the classroom, school, and district levels
Ensuring effective teaching in every classroom
Building background knowledge for all students
cutting-edge research concrete strategies sustainable success
All can be approached at the
school level, but are more powerful
at the district level.
cutting-edge research concrete strategies sustainable success
Design learning goals
in all subject areas
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cutting-edge research concrete strategies sustainable success
Essential
Supplemental
Nice to Know
cutting-edge research concrete strategies sustainable success
An 80% or better on an exam
cutting-edge research concrete strategies sustainable success
C. Item 1516
Two items that asks for
application in novel situations
that go beyond what was
explicitly taught
Total for section =
Total for section =
Total for section =
A. Items 110
Ten items that require recall of
important but simpler content
that was explicitly taught
B. Items 1114
Four items that ask for
application of complex content
that was explicitly taught AND
in situations similar to what was
taught
Total /100
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cutting-edge research concrete strategies sustainable success
The Problem With the 100-Point Scale
Score range is a tremendous source of error.
Teachers weigh sections differently, often
without reliability among one another.
Not only vary from teacher to teacher, but within
the same teacher as well.
Often little consideration as to item difficulty
cutting-edge research concrete strategies sustainable success
Why is this so difficult?
Levels of difficulty
On one test, items might be easy items
students receive high scores.
On next test, items may be more difficult.
cutting-edge research concrete strategies sustainable success
Simile
Using the 100-point scale is like measuring the
physical growth of a student throughout the year
with a measuring tape that changes how long an
inch is from one measurement to the next.
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cutting-edge research concrete strategies sustainable success
Proficiency Scales
cutting-edge research concrete strategies sustainable success
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
Scale
4
Infer relationships regarding atmospheric processes and the
water cycle.
3
An understanding of:
How the water cycle processes (condensation, precipitation,
surface run-off, percolation, evaporation) impact climate
changes
The effects of temperature and pressure in different layers of
Earths atmosphere
2
Recognize and recall basic terms such as: climatic patterns,
atmospheric layers, stratosphere, troposphere.
Recognize or recall isolated details such as:
Precipitation is one of the processes of the water cycle.
The troposphere is one of the lowest portions of the
Earths atmosphere.
1
0
Topic Grade 8: Atmospheric Processes and Water Cycle
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cutting-edge research concrete strategies sustainable success
Proficiency Scales
cutting-edge research concrete strategies sustainable success
Response to Intervention
Intensive
Targeted
Universal
cutting-edge research concrete strategies sustainable success
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cutting-edge research concrete strategies sustainable success
Douglas County Public Schools, 2007
cutting-edge research concrete strategies sustainable success
Three Types of Assessment Items to Measure
the Knowledge and Skills Defined
Level 2 items: Simpler details and processes that have
been explicitly taught
Level 3 items: Complex ideas and processes that have
been explicitly taught
Level 4 items: Inferences and applications that go
beyond what was taught
cutting-edge research concrete strategies sustainable success
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
Scale
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
Level 3.0 Items for Measuring Atmospheric
Processes and Water Cycle
Explain how evaporation affects the climatic pattern in
areas around large bodies of water, like the shoreline
communities of Lake Michigan.
Assume that a weather balloon traveled up into the
stratosphere. Explain what would happen as it
progresses through the various layers of the atmosphere.
cutting-edge research concrete strategies sustainable success
Level 2.0 Items for Measuring Atmospheric
Processes and Water Cycle
Briefly define the following terms: climatic pattern,
atmospheric layers, stratosphere
Identify which of the following statements are true:
The atmosphere is between the troposphere and the
stratosphere.
The Earths atmosphere helps protect life on Earth by
absorbing ultraviolet radiation.
The temperature of the Earths atmosphere varies with
altitude.
cutting-edge research concrete strategies sustainable success
Level 4.0 Item for Science Test on
Atmospheric Processes and Water Cycle
Complete the following analogy and explain why it is
accurate: Condensation is to evaporation as __________ is
to __________.
Marzano Research Laboratory 2010. Marzanoresearch.com
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Response Patterns and Corresponding
Scale Score
Student answers L2 items correctly, but not L3 and L4
items.
(2.0)
Student answers L2 and L3 items correctly, but not
L4.
(3.0)
Student misses all items, but with help can answer
some correctly.
(1.0)
Students misses all items even when helped.
(0.0)
cutting-edge research concrete strategies sustainable success
The complete scale allows for
half-point scores
(3.5, 2.5, 1.5, .5).
4 In addition to exhibiting level 3 performance, in-depth inferences and
applications that go beyond what was taught in class
3.5 In addition to exhibiting level 3 performance, partial success at 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
2.5 No major errors or omissions regarding any of the simpler information
and/or processes and partial knowledge of the more complex information and
processes
2 No major errors or omissions regarding the simpler details and processes
BUT major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of 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
.5 With help, a partial knowledge of some of the simpler details and processes
but not of the more complex ideas and processes
0 Even with help, no understanding or skill demonstrated
Scale
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
cutting-edge research concrete strategies sustainable success
250 studies with classroom
assessments denoted
Classroom-based assessments have a
reliability of .45
Without careful assessment design and attention to
quality criteria
Compared to national and statewide
assessments with reliability closer to .75
cutting-edge research concrete strategies sustainable success
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cutting-edge research concrete strategies sustainable success
Reporting Topics for Language Arts
Word recognition and vocabulary
Reading comprehension
Literary analysis
Spelling
Language mechanics and conventions
Research and technology
Evaluation and revision
Listening comprehension
Analysis of oral media
Speaking applications
cutting-edge research concrete strategies sustainable success
Language Arts Strands and Topics
Reading
Word recognition
and vocabulary
Comprehension
Literary analysis
Writing
Spelling
Language mechanics and
conventions
Research and
technology
Evaluation and
revisions
Listening and speaking
Listening
comprehension
Speaking applications
cutting-edge research concrete strategies sustainable success
Language Arts
Word Recognition and Vocabulary 3.5
For Main Idea 2.5
Literary Analysis 3.0
Writing:
Language Conventions 4.0
Organization and Focus 2.0
Research and Technology 1.5
Evaluation and Revision 2.5
Writing Applications 1.0
Listening and Speaking:
Comprehension 3.0
Organization and Delivery 3.5
Analysis and
Evaluation of Media 2.0
Speaking Applications 2.0
Life Skills:
Participation 4.0
Work Completion 3.0
Behavior 4.0
Working in Groups 2.5
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Category
Ave. Effect
Size
Percentile
gain
Identifying similarities and differences
1.61 45
Summarizing and note taking
1.00 34
Reinforcing effort and providing recognition
.80 29
Homework and practice
.77 28
Nonlinguistic representations
.75 27
Cooperative learning
.73 27
Setting objectives and providing feedback
.61 23
Generating and testing hypotheses
.61 23
Questions, cues, and advance organizers
.59 22
cutting-edge research concrete strategies sustainable success
Fundamental Segments
of a Classroom Instruction
Segments that are routine components of every
lesson
Content-specific lesson segments
Segments that must be enacted on the spot
cutting-edge research concrete strategies sustainable success
lNvOLv5 kOu1lN5
N4c1u ON 1n 5PO1
Generating/
Testing
Hypotheses
Practicing
and
Deepening
lnterocnnq with
New know/edqe
5upervisinq 1he 4rt ond 5cience of 1eochinq
ADDRESSES CONTENT IN
SPECIFIC WAYS
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cutting-edge research concrete strategies sustainable success
Three Critical Interventions
(Commitments)
A system of individual clear learning goals
connected to student feedback and evaluation
at the classroom, school, and district levels
Ensuring effective teaching in every classroom
Building background knowledge for all
students
cutting-edge research concrete strategies sustainable success
Establish a districtwide or
schoolwide list of critical terms
and accompanying model
of vocabulary instruction.
cutting-edge research concrete strategies sustainable success
angle
area
average
bar graph
congruent
difference
estimation
hexagon
length
width
octagon
parallel
perimeter
product
rhombus
square
symmetry
triangle
vertical
horizontal
Third-Grade Mathematics
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cutting-edge research concrete strategies sustainable success
predict
compare
observe
investigate
analyze
amplify
frequency
vibration
Newton
properties
pitch
food web
life cycle
living organism
structure
inherit
reproduction
environment
characteristics
hypothesis
Third-Grade Science
cutting-edge research concrete strategies sustainable success
actor
animation
audience
cause and effect
commercial
conclusion
cue
detail
directions
drama
ending
facial expression
humor
minor character
main character
plot development
role playing
central idea
mood
myth
Third-Grade Language Arts
cutting-edge research concrete strategies sustainable success
prairie
Oregon Trail
lariat
oxen
expedition
territory
homestead
settlement
pioneer
farm/ranch
Native American
legacy
stampede
fertile
wagon trails
cabin
cattle
seasonal dwelling
plateau
frontier
Third-Grade Social Studies
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cutting-edge research concrete strategies sustainable success
Vocabulary instruction is like the
weather: Everyone talks about it,
but no one is quite sure what to do
about it.
Camille Blachowicz & Peter Fisher
cutting-edge research concrete strategies sustainable success
Step 1: Provide a description, explanation, or example of the new term.
Step 2: Ask students to restate the description, explanation, or example in
their own words.
Step 3: Ask students to construct a picture, symbol, or graphic
representing the term or phrase.
Step 4: Engage students periodically in activities that help them add to
their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one another.
Step 6: Involve students periodically in games that allow them to play
with terms.
A Six-Step Process for Teaching New Terms
cutting-edge research concrete strategies sustainable success
Term, Phrase
Category (standard, unit, alphabetical . . .):
Picture/Graphic Description
Related Terms, Phrases
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cutting-edge research concrete strategies sustainable success
Formative Assessment &
Standards-Based Grading
Hosted by Dr. Tammy Heflebower
cutting-edge research concrete strategies sustainable success
MarzanoResearch.com
cutting-edge research concrete strategies sustainable success
A Balanced
Assessment System
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
Which is which?
It isnt the method that determines
whether the assessment is summative or
formative, it is how the results are used.
cutting-edge research concrete strategies sustainable success
MarzanoResearch.com
cutting-edge research concrete strategies sustainable success
Types of Assessments
Obtrusive
Unobtrusive
Student Generated
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cutting-edge research concrete strategies sustainable success
Formative Scores
Can be derived from obtrusive, unobtrusive, and
student generated assessments
Are scored and recorded in some fashion
Can and should be used to track student progress
over time
Set of formative scores are used to generate a
summative score at end of interval (marking period).
Cadence
Instantaneous MPG
Perception along the way
cutting-edge research concrete strategies sustainable success
cutting-edge research concrete strategies sustainable success
Summative Scores
Carried out at the end of the learning process to
determine proficiency on standards and to gather
evidence of student learning
The sum as to what they have or have not learned
based upon formative information (Mark)
Teacher examines students patterns of responses over
time.
The most traditional method of gathering info
Total time
End-of-trip MPG or MPH
Perception of overall
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cutting-edge research concrete strategies sustainable success
cutting-edge research concrete strategies sustainable success
REMEMBER!
You can never rely on a single
assessment.
cutting-edge research concrete strategies sustainable success
Observed score =
true score + error
All assessments have a
measurement error.
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
Assessment Plan
National assessments
District assessments
Common team assessments
Classroom assessments
cutting-edge research concrete strategies sustainable success
Classroom Common
District Level External
Daily Weekly Unit Monthly Semester Annual
Most Formative More Formative More Summative Most Summative
Ongoing
Student and
Teacher
Assessment
Collaboratively
Developed and
Curriculum
Imbedded
Benchmarks
State
Assessments
ACT/SAT
AP Exams
NAEP
DIEBELS
NWEA-MAP
Programmatic
Support with
entry and exit
criteria
Quizzes,
Essays and
Projects
Final
Exams
AP Exams
Pyramid of
Interventions
Assessment Continuum
cutting-edge research concrete strategies sustainable success
Consider an assessment plan.
Assessment
name
Grade
level (s)
Purpose When given Results
provided
Results
used to
DRA II K3 Determine
reading
proficiency
3x year To students,
parents,
school
Assist with
student
placement
ACT 11 or 12 College
predictor
Spring To student College
placement
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cutting-edge research concrete strategies sustainable success
Three Critical Interventions
(Commitments)
A system of individual clear learning goals
connected to student feedback and evaluation at
the classroom, school, and district levels
Ensuring effective teaching in every classroom
Building background knowledge for all students
cutting-edge research concrete strategies sustainable success
Energy Toward Quality, Formative
Assessments (CRAs)
How do we make high-quality classroom-
based assessments?
Trust judgment.
Make informed decisions about students.
Understand how students are performing.
cutting-edge research concrete strategies sustainable success
Steps to Designing a Quality
Formative Assessment
Unpack the standards.
Create a proficiency scale.
Determine assessment item types.
Understand quality item development.
Efficient and effective
As free from bias as possible
Write items based upon the proficiency scale.
Assemble the assessment.
Determine reliability and mastery cut scores.
Construct a scoring rubric and/or key.
Ensure students have the opportunity to learn the content prior
to assessment.
Administer assessment (field test).
Score assessment and analyze results.
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cutting-edge research concrete strategies sustainable success
Key Points for Criterion One
With Classroom Assessments
Measure essential learnings and standards.
(Construct validity.)
Validity-assessment items match what needs to be
measured.
Assessment measures what you teach.
Proficiency scales (or proficiency level
descriptors)are an important component.
cutting-edge research concrete strategies sustainable success
Proficiency
Scales
cutting-edge research concrete strategies sustainable success
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
Scale
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cutting-edge research concrete strategies sustainable success
4 In addition to exhibiting level-3 performance, the
students responses demonstrate in-depth inferences
and applications that go beyond what was taught in
class.
3 The students responses demonstrate no major errors
or omissions regarding any of the information and/or
processes.
2 The students responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes.
1 The student provides responses that indicate a distinct
lack of understanding of the knowledge. However, with
help, the student demonstrates partial understanding of
some of the knowledge.
0 The student provides little or no response. Even with
help, the student does not exhibit a partial
understanding of the knowledge.
cutting-edge research concrete strategies sustainable success
Consider the same concept for behaviors
Separate what students know and are able to do
from how they behave.
Both are very important.
Accurately reflect them by reporting them
separately.
cutting-edge research concrete strategies sustainable success
Other examples
www.dcsdk12.org
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cutting-edge research concrete strategies sustainable success
www.dcsdk12.org
cutting-edge research concrete strategies sustainable success
cutting-edge research concrete strategies sustainable success
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
cutting-edge research concrete strategies sustainable success
A New Way of Looking
at State Test Scores
Old Way = % Proficient
New Way = Growth AND% Proficient
cutting-edge research concrete strategies sustainable success
School and District
Performance
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cutting-edge research concrete strategies sustainable success
Three types of assessment items to measure
the knowledge and skills defined
Level 2 items: Simpler details and processes that
have been explicitly taught
Level 3 items: Complex ideas and processes that
have been explicitly taught
Level 4 items: Inferences and applications that go
beyond what was taught
cutting-edge research concrete strategies sustainable success
Level 3.0 Items for Measuring Atmospheric
Processes and Water Cycle
Explain how evaporation affects the climatic pattern in
areas around large bodies of water, like the shoreline
communities of Lake Michigan.
Assume that a weather balloon traveled up into the
stratosphere. Explain what would happen as it
progresses through the various layers of the atmosphere.
cutting-edge research concrete strategies sustainable success
Level 2.0 Items for Measuring
Atmospheric Processes and Water Cycle
Briefly define the following terms: climatic pattern,
atmospheric layers, stratosphere.
Identify which of the following statements are true:
The atmosphere is between the troposphere and the
stratosphere.
The Earths atmosphere helps protect life on Earth by
absorbing ultraviolet radiation.
The temperature of the Earths atmosphere varies with altitude.
Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 41
cutting-edge research concrete strategies sustainable success
Level 4.0 Item for Science Test on
Atmospheric Processes and Water Cycle
Complete the following analogy and explain why it is
accurate: Condensation is to evaporation as
__________ is to __________.
cutting-edge research concrete strategies sustainable success
Buros Center for Testing
How much sufficiency is sufficient?
Depends on data use.
Low stakes: Multiple assessments to make
decisions about groups of students
3 items per level = 12 total
High stakes: One assessment to make
decisions (e.g., graduation, retention) about
individual students
68 items per level = 2432 total
cutting-edge research concrete strategies sustainable success
Why Levels of Difficulty?
It provides opportunities for all students.
If we measure level of proficiency by met or not met,
there are no opportunities for beginning, progressing,
and advanced.
NOT norming: A certain number of students is not
guaranteed per level.
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Steps to Designing a Quality
Formatively-Used Assessment
Unpack the standards,
Create a Proficiency Level Description (PLD)
Determine assessment item types.
Understand quality item development.
Developmentally appropriate
Efficient and effective
As free from bias as possible
Write items based upon the PLD.
Assemble the assessment.
Determine reliability and mastery cut scores.
Construct a scoring rubric and/or key.
Ensure students have the opportunity to learn the content prior to
assessment.
Administer assessment (field test).
Score assessment and analyze results.
cutting-edge research concrete strategies sustainable success
Process: Kinds of Achievement
Target Packet (Process)
Select a resource that shares strategies for writing quality
assessment items. (Stiggins, Classroom-Based Instruction;
Gareis & Grant, Teacher-Made Assessments: How to Connect
Curriculum, Instruction, and Student Learning )
Read assigned section.
Multiple choice
Truefalse
Matching
Short answer or completionEssay
Performance assessments
Chart key points.
Share with large group.
cutting-edge research concrete strategies sustainable success
Constructed
Response
Selected
Response
True false
Matching
MC
Fill in the blank
Computation
Short answer
Essay
Performance
Project
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cutting-edge research concrete strategies sustainable success
TrueFalse
Ensure the statement is absolutely true or
absolutely false.
Avoid opinion statements.
Avoid using negatives in the statements.
Remember, students have a 50/50 chance
of getting these items correctly.
Adapted from Gareis & Grant, Teacher-Made Assessments:
How to Connect Curriculum, Instruction, and Student Learning
cutting-edge research concrete strategies sustainable success
Matching
Place the item to be matched on the right with
the longer response on the left.
Ensure the matching sets are short.
(sets of 7ish)
Use an uneven number of items to be
matched or allow for items to be used multiple
times.
Adapted from Gareis & Grant, Teacher-Made Assessments:
How to Connect Curriculum, Instruction, and Student Learning
cutting-edge research concrete strategies sustainable success
Multiple Choice
Make sure there is clarity in the stem.
Avoid use of negatives whenever possible.
Emphasize qualifiers like least, most likely and best
within the item stem.
Ensure there is only one correct choice.
Make sure all options are plausibleno mascots
here.
Adapted from Gareis & Grant, Teacher-Made Assessments:
How to Connect Curriculum, Instruction, and Student Learning
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Quality Constructed
Response Items
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Fill in the blank
Place the blank at the end of the statement.
Limit the number of blanks in a statement
so students can get context.
Keep blanks the same length throughout so
you dont give away the answer.
Note that item banks lower the cognitive
demand of the question.
Adapted from Gareis & Grant, Teacher-Made Assessments:
How to Connect Curriculum, Instruction, and Student Learning
cutting-edge research concrete strategies sustainable success
Short Answer
State the question clearly.
Be specific about how you intend it to be
answered.
Develop a scoring rubric for each short
answer item.
Provide adequate space for the response.
Adapted from Gareis & Grant, Teacher-Made Assessments:
How to Connect Curriculum, Instruction, and Student Learning
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Essay
Make the question clear.
Describe how you intend it to be answered.
Be aware that if you provide options for which to
respondyou wont know knowledge/skills
for the non-selected option.
Develop a scoring rubric (scale) for each essay
question.
Evaluate the same essay question consistently.
Shuffle papers and begin the next essay item.
Have students put names on the back.
Adapted from Gareis & Grant, Teacher-Made Assessments:
How to Connect Curriculum, Instruction, and Student Learning
cutting-edge research concrete strategies sustainable success
Types of Bias
Offensive content
Stereotyping
Unfair representation
Use of situations that may be unfamiliar to
certain subgroups
Poorly written items
cutting-edge research concrete strategies sustainable success
Steps to Designing a Quality
Formative Assessment
Unpack the standards.
Create a Proficiency Level Description (PLD).
Determine assessment item types.
Understand quality item development.
Developmentally appropriate
Efficient and effective
As free from bias as possible
Write items based upon the PLD.
Assemble the assessment.
Determine reliability and mastery cut scores.
Construct a scoring rubric and/or key.
Ensure students have the opportunity to learn the content prior to
assessment.
Administer assessment (field test).
Score assessment and analyze results.
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4. Assessment Levels Are Appropriate.
Grade-level teachers examine and review
assessments.
Readability analyses are conducted (as needed).
It is clear. (Would the student know what to do?)
It is about what students at your grade level should
be able to do.
Fairness is key.
cutting-edge research concrete strategies sustainable success
Review assessment for item
alignment to scale. Ensure items
are well written.
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Table discussion
How might you consider this
information with educators back
at your site?
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Criterion 5:
Reliability (Consistency of Scoring)
District provides evidence that the
assessment is reliable.
Evidence is related to consistency of scores
among students who take the assessment
more than once without intervening
instruction.
cutting-edge research concrete strategies sustainable success
Decision-Consistency
Method of Calculating Reliability
Select a handful of students (randomly) prior to administering
the assessment.
Predict how each of the randomly selected students will
perform on each assessment item (beginning, progressing,
proficient, advanced).
Give the assessment.
Check your prediction with the actual performance for each
item.
For each correct decision or match, give yourself a point.
Figure the percentage of matched decisions; i.e. 7/10=70%
reliability.
cutting-edge research concrete strategies sustainable success
You could also
Test-retest
Split half
Form A/Form B
Or use statistical means behind the scenes.
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Methods for Objectively Scored
Assessments
Objectively scored assessments
Internal consistency: Coefficient alpha
KR 20/21
Decision consistency
Subjectively scored assessments
Inter-rater reliability (double scoring)
Decision consistency
cutting-edge research concrete strategies sustainable success
Heflebower, 2008
Steps to Designing a Quality Formative Assessment
Unpack the standards.
Create a Proficiency Level Description (PLD).
Determine assessment item types.
Understand quality item development.
Efficient and effective
As free from bias as possible
Write items based upon the PLD.
Assemble the assessment.
Determine reliability and mastery cut scores.
Construct a scoring rubric and/or key.
Ensure students have the opportunity to learn the content prior to
assessment.
Administer assessment (field test).
Score assessment and analyze results.
cutting-edge research concrete strategies sustainable success
Mastery Levels Are Appropriate.
Determines how good is good enough?
regarding student achievement levels.
Establishes cut scores by looking at student
characteristics:
Below basic
Basic
Proficient
Advanced
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Quality Criterion 6: Setting Cut Scores
Student-centered
Modified contrasting group
Test-centered
Bookmark
More static
Modified Angoff
Can be used with any number of students
Objective or subjective assessments
More static
cutting-edge research concrete strategies sustainable success
PLD =
Proficiency-Level
Descriptions
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Below BasicBarely Basic Barely
Procient
Barely
Advanced
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Below BasicBarely Basic Barely
Procient
Barely
Advanced
1 1 1 1
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Below BasicBarely Basic Barely
Procient
Barely
Advanced
1 1 1 1
0 1 1 1
0 0 1 1
cutting-edge research concrete strategies sustainable success
Below BasicBarely Basic Barely
Procient
Barely
Advanced
1 1 1 1
0 1 1 1
0 0 1 1
0 0 0 1
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Going Through the Steps
An important word to remember: BARELY.
It is possible to predict that all students at all
of the barely levels will miss a problem.
What kind of problem is this?
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Below Basic Barely Basic Barely Procient Barely Advanced
1 1 1 1
0 1 1 1
0 0 1 1
0 0 0 1
0 0 0 0
1 1 1 1
0 1 1 1
0 0 1 1
0 0 1 1
0 0 0 1
0 0 1 1
Total: 03 47 89 1011
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Forms and spreadsheets are at manila.esu6.org/lvermaas
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District or school provides evidence that the
assessment is reliable.
Evidence is related to consistency of scores
among students who take the assessment
more than once without intervening
instruction.
Reliability (Consistency of Scoring)
cutting-edge research concrete strategies sustainable success
Reliability and Validity
Neither reliable nor valid
Reliable but not valid
Both reliable and valid
cutting-edge research concrete strategies sustainable success
Methods for Objectively Scored
Assessments
Objectively scored assessments
Internal consistency: Coefficient alpha
KR 20/21
Decision consistency
Subjectively scored assessments
Inter-rater reliability (double scoring)
Decision consistency
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Strategies to Enhance Reliability
Lengthen test.
Manage item difficulty.
Manage item discrimination.
Write better item.
cutting-edge research concrete strategies sustainable success
Issues of Validity and Fairness
Validity: Assessments reflect essential
learnings and standards.
Fairness: Students have an opportunity to
learn.
Fairness: Assessments are as free from bias
as possible.
Fairness: Assessment level is appropriate.
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Ensure your questioning and activities
are aligned to your goals.
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Which is which?
Add and subtract fractions.
Understand the various components of culture.
Make a travel brochure for a region.
Understand the relationship between fractions and
decimals.
Write a report on Charles Dickens.
Design a menu that includes a balance of foods from
the food guide pyramid.
Know states and their capitols.
cutting-edge research concrete strategies sustainable success
Formats for homework that clarify purpose:
Assignment Notebook
Language
Arts
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Math
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Science
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Social
Studies
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Assignment:
Due:
Learning Goal: As a result of doing this
assignment, I should
Know more about?
Understand better?
Be more skilled at?
cutting-edge research concrete strategies sustainable success
Common Verbs Found
on Assessments
Infer
Compare
Describe
Contrast
Evaluate
Explain
Formulate
Predict
Summarize
Support
Trace
Larry Bell
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Alignment Activity
Standard with
verb
Learners will formulate solutions with relevant data based upon information provided.
Verb Aligned to
Activities
Students review many information sources with corresponding solutions provided.
Students practice creating new solutions based upon information. Students use a
Line-up Activity to practice substantiating a solution with relevant data sources.
Students are presented with information to formulate at least two probable solutions.
Verb aligned to
Assessment
Given a set of information, students formulate a solution that is not listed. Student
support that solution with relevant data.
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Now What?
Take these ideas and try them.
Consider a confidence factor on assessments.
Get a lesson review from students.
Predict performance prior to assessment
(decision consistency).
Have students graph personal achievement results.
Consider in progress reports; strengths and challenges.
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Formative Assessment &
Standards-Based Grading
Hosted by Dr. Tammy Heflebower
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Are our grades precise?
Grades based upon scales (identified
knowledge and skills) rather than compared
to other students
cutting-edge research concrete strategies sustainable success
Traditional plan
Weighed by points or percentages: Tests,
quizzes, labs, homework
Based on methods of assessment rather than
learning components
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Assignments
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3.50 4.00 = Advanced
2.50 3.49 = Proficient
1.50 2.49 = Basic
Below 1.50 = Below Basic
cutting-edge research concrete strategies sustainable success
3.00 - 4.00 = A = 95%
2.50 - 2.99 = B = 85%
2.00 - 2.49 = C = 75%
1.50 - 1.99 = D = 65%
Below 1.50 = F = 60%
Marzano & Haystead, Making Standards Useful
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If an individual teacher really wants to,
he or she can be standards-based in
their classroom . . . even within the
context of a traditional system.
cutting-edge research concrete strategies sustainable success
1
st
Quarter 2
nd
Quarter 3
rd
Quarter 4
th
Quarter
2.5 3.0 3.0 3.5
2.5 3.0 3.0 3.5
3.0 3.0 3.0 4.0
1.5 2.5 2.5 3.0
2.5 3.0 3.0 4.0
2.0 2.5 2.5 3.0
3.0 3.0 3.5
2.5 2.5 3.5
1.5 1.5 2.5
3.0 3.0 3.0
2.5 2.0 3.0
2.5 2.5 3.5
3.0 3.5
2.5 3.0
2.5 3.5
2.5 3.0
3.0 3.5
3.0 3.0
2.5
3.0
2.5
3.0
3.0
2.5
cutting-edge research concrete strategies sustainable success
This represents a shift from an approach in
which grades are interpretable only in the
context of individual teachers classrooms to
an approach in which grades can be
interpreted uniformly from teacher to
teacher.
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K2
35
LOWER DIVISION (910)
UPPER DIVISION (1112)
GRADE LEVEL BANDS
(Keep Course Structure)
68
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We know some things about grading
Feedback is essential to learning yet grading is
not
Grading is complex.
Grading is subjective.
Grading sends messages to students about
capabilities.
Adapted from OConnor, How to Grade for Learning (2009)
cutting-edge research concrete strategies sustainable success
Some questions to consider
Are grades precise (valid)?
Are grades consistent (reliable)?
Do our grades engage students in the learning
process?
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Are our grades precise?
Grades are based upon scales (identified knowledge
and skills) rather than compared to other students.
Grading information should assist in identifying and
using instructional interventions.
Grades must be connected quality assessments.
How students behave is separated from what they know
and are able to do.
cutting-edge research concrete strategies sustainable success
Are our grades precise?
Grades are based upon scales (identified knowledge
and skills) rather than compared to other students.
Grading information should assist in identifying and
using instructional interventions.
Grades must be connected quality assessments
How students behave is separated from what they
know and are able to do.
cutting-edge research concrete strategies sustainable success
SoWhat about
SPED?
GT?
ELL?
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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
Scale
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4 In addition to exhibiting level-3 performance, in-depth inferences and
applications that go beyond what was taught in class
3.5 In addition to exhibiting level-3 performance, partial success at 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
2.5 No major errors or omissions regarding any of the simpler information
and/or processes and partial knowledge of the more complex information
and processes
2 No major errors or omissions regarding the simpler details and processes
BUT major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of 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
.5 With help, a partial knowledge of some of the simpler details and
processes but not of the more complex ideas and processes
0 Even with help, no understanding or skill demonstrated
Scale
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Action PlanningHow to take back the
grades through precise conversations
with staff
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Are our grades reliable? (consistent)
Consistent among colleagues
Figured carefully and thoughtfully
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Two teachers teach a course as a team.
Class was 26 students.
Teachers assigned grades without consulting each
other.
They considered only achievement on tests, quizzes,
and homework.
No non-achievement skills
Marzano, Transforming Classroom Grading (2000)
cutting-edge research concrete strategies sustainable success
One student differed by three grades.
Two students differed by two grades.
Eight students differed by one grade.
Fifteen students had no difference: 57.7% agreement
(15/26).
Marzano, Transforming Classroom Grading (2000)
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How consistent are teachers
at your school site?
Gather baseline information.
Review it with staff.
Pose possible solutions for how to increase
reliability.
Create scales for major units of study.
Create report cards that include scales.
Increase inter-rater reliability conversations.
How can I check out my thinking?
cutting-edge research concrete strategies sustainable success
Do grades support learning
and communication?
Provide clear information to students and
parents. No more, So whats a B mean?
cutting-edge research concrete strategies sustainable success
Remember the problem
with the 100-point scale?
Score range is a tremendous source of error.
Teachers weight sections differently, often without
reliability among one another.
Not only vary from teacher to teacher, but within the
same teacher as well.
Often little consideration as to item difficulty
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Why is this so difficult?
Levels of difficulty
On one test, items might be easy itemsstudents
receive high scores.
On next test, items may be more difficult and students
Simile: Using the 100-point scale is like measuring
the physical growth of a student throughout the year
with a measuring tape that changes how long an
inch is from one measurement to the next.
cutting-edge research concrete strategies sustainable success
100
100
100
90
80
80
0
100
100
100
90
80
80
0
100
100
100
90
80
80
0
78.57
90
100
~verMaas, LSU 6
cutting-edge research concrete strategies sustainable success
Zeros have a large effect when the mean is used to
measure central tendency.
The use shows lack of proportionality between 0 and the
6070% passing score. Other grading ranges have smaller
scales.
Zeros often convey inaccurate information. Was the work
poor, or was it missing? Are you sure the student knows
nothing?
It typically doesnt work in creating student responsibility. It
de-motivates most students.
Adapted from OConnor, How to Grade for Learning (2002)
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Use incomplete grade.
Convert the zero to the failing cut, such as 50
Require the student continue until proficiency
level is obtained.
Consider modules for the content missed.
cutting-edge research concrete strategies sustainable success
People take courses to learn. What they did not know
at the beginning should not be held against them.
People learn at different rates. Who says that
because Im a certain age I must be ready for a
certain grade?
Use the most recent information whenever possible
and appropriate.
cutting-edge research concrete strategies sustainable success
Re-teaching, review, or reassessment is at teachers
discretion as to when.
Students prove they have taken corrective actions
(study, peer tutoring, or reviewing sessions) before a
second opportunity.
Some schools use an eighth period for learning (work)
that is not completed.
Some schools use a weekly 90 minutes (HS 1x/week/
beginning of day).
Saturday school is meaningful time for learning
demonstration.
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1. All assessments address the full range of the
scale.
2. Current summative is recorded throughout a unit
or grading period with heavy use on student-
generated assessments.
3. Starting with level 2.0 assessments, address one
level only until most mastered.
4. Pre-test addresses the full range of the scale
and then individualizes from there.
cutting-edge research concrete strategies sustainable success
Approach 1: Scan pages 8186
Design all assessments so that they
represent the full range of scores on
the scale.
cutting-edge research concrete strategies sustainable success
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Power Law
3
2.5
2
1.5
1
.5
0
Pretest Score 2 Score 3 Score 4 Score 5 Score 6 Post-Test
Average Score = 1.64
Learning Trend = 2.21
.71
1.24
1.55
1.78
1.94
2.08
2.21
Mode = 1.5
1 1 1.5 1.5 1.5 2 3
Observed
Score
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Approach 2: Scan pages 8689
Use a current summative score throughout a
unit or grading period as opposed to
constructing a summative score at the end.
Begin with a comprehensive pretest covering all
values of the scale and then individualize after
that.
cutting-edge research concrete strategies sustainable success
In this system, you stop assessing
at a specific scale value once you
are reasonably sure that a
student has attained that score
value.
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1.0
1.5
2.0
2.5
Student 1
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1.0
1.5
2.0
2.5
3.0
Student 1
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1.0 3.5
1.5
3.5
2.0
2.5
3.0
Student 1
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2.5
3.0
3.5
4.0
Student 2
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3.5
4.0
4.0
Student 3
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For any given student, you use
as many or as few assessments as are
needed to make a valid and reliable
judgment.
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Approach 3: Scan pages 8990
Start with level 2.0 design assessments
so that they only represent one level of
the scale.
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Highest Possible Score: 4.0
4
3
2
1
0
cutting-edge research concrete strategies sustainable success
Approach 4: Scan pages
Students track their progress
the entire year.
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1
st
Quarter 2
nd
Quarter 3
rd
Quarter 4
th
Quarter
2.5 3.0 3.0 3.5
2.5 3.0 3.0 3.5
3.0 3.0 3.0 4.0
1.5 2.5 2.5 3.0
2.5 3.0 3.0 4.0
2.0 2.5 2.5 3.0
3.0 3.0 3.5
2.5 2.5 3.5
1.5 1.5 2.5
3.0 3.0 3.0
2.5 2.0 3.0
2.5 2.5 3.5
3.0 3.5
2.5 3.0
2.5 3.5
2.5 3.0
3.0 3.5
3.0 3.0
2.5
3.0
2.5
3.0
3.0
2.5
cutting-edge research concrete strategies sustainable success
If an individual teacher really wants
to, he or she can be standards
based in the classroom, even within
the context of a traditional system.
cutting-edge research concrete strategies sustainable success
Change your report cards to be
standards based using a formative
process.
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3.00 4.00 = A
2.50 2.99 = B
2.00 2.49 = C
1.50 1.99 = D
Below 1.50 = F
cutting-edge research concrete strategies sustainable success
3.50 4.00 = Advanced
2.50 3.49 = Proficient
1.50 2.49 = Basic
Below 1.50 = Below Basic
cutting-edge research concrete strategies sustainable success
3.00 4.00 = A = 95%
2.50 2.99 = B = 85%
2.00 2.49 = C = 75%
1.50 1.99 = D = 65%
Below 1.50 = F = 60%
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Name:
Aida
Haystead
Subject
Areas:
Address: 123 Some Street Language Arts B
City: Math B
Grade Level: 5 Science D
Homeroom: Ms. Becker Social Studies A
Art B
cutting-edge research concrete strategies sustainable success
Language Arts
Word Recognition and Vocabulary 3.5
For Main Idea 2.5
Literary Analysis 3.0
Writing:
Language Conventions 4.0
Organization and Focus 2.0
Research and Technology 1.5
Evaluation and Revision 2.5
Writing Applications 1.0
Listening and Speaking:
Comprehension 3.0
Organization and Delivery 3.5
Analysis and
Evaluation of Media 2.0
Speaking Applications 2.0
Life Skills:
Participation 4.0
Work Completion 3.0
Behavior 4.0
Working in Groups 2.5
cutting-edge research concrete strategies sustainable success
Do our grades support learning?
Re-teaching and retesting
Formative and summative information
How are students involved in the process?
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How to involve students and
relinquish ownership to students
Students track their scores and achievement
graphically.
(high ES for achievement.)
Students use such information to make goals and
work toward personal achievement.
cutting-edge research concrete strategies sustainable success
How to involve students and
relinquish ownership to students
Confidence rating on assignments or exams
Lesson feedback(Ticket out the door)
Students lead conferences and communicate
their progress.
Discussions are about the learning rather than
the work.
cutting-edge research concrete strategies sustainable success
Heflebower, Ma
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
cutting-edge research concrete strategies sustainable success
Student-led Conferences
Douglas County Teachers
Excerpts and Reflections
cutting-edge research concrete strategies sustainable success
Middle School
What are the benefits of student-led conferences versus
traditional conferences?
Students are familiar with this type of conference coming in
from the elementary school.
Students have ownership.
Students are able to show their best work to their parents and
also to let them know what they struggle with.
Portfolios have all student work and accomplishments so
parents can see progress.
Best practices
Students are coached in how to talk to parents about their
school work.
Marzano Research Laboratory 2010. Marzanoresearch.com
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cutting-edge research concrete strategies sustainable success
Parent Information
Check off list for parents
and students to review
Flag system used if parents need to
speak with teacher during conference
Student work organized so
parents will be able to see all
work in one notebook
cutting-edge research concrete strategies sustainable success
Middle School
How much preparation goes into this type of
conference?
There is more work involved with student-led
conferences before the actual conference is held.
Students plan and prepare their portfolios so parents can
see the progression of their work.
The wing area is used, and each classroom is set up so
parents and students can have more privacy.
cutting-edge research concrete strategies sustainable success
Middle School
Are there any issues that are involved with this type of
conference; and if so how do you handle these?
Parents often want grades to compare their student
accomplishments, with the portfolio the parents can see the work
first hand and not just a grade in a grade book.
Some questions or conversations can be too confidential to discuss
in front of student or in open area. We encourage parents to view
the parent portal and also to set a separate conference up at a later
date.
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cutting-edge research concrete strategies sustainable success
Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 78

AdditionalResources
79

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ScaleWorksheet
Topic
Score4.0MoreComplex
DemonstrationsofLearningthatgoaboveandbeyond
whatwasexplicitlytaught
Score3.0LearningGoal orExpectation
Score2.0TheSimplerStuff
Foundationalknowledge,simplerprocedures,isolateddetails,vocabulary
Score1.0
Withhelp,thestudentcanperformScore2.0and3.0expectations.
Score0.0
Evenwithhelp,thestudentcannotperformexpectations.

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AngoffMethod

Thismethodisappropriateforobjectivelyscoredassessments.
Teachersusingthismethodmustknowbothassessmentcontentand
thecharacteristicsofthestudentstakingtheassessment.Teacher
willanalyzeeachitemontheassessmentinrelationshiptostudent
performance.Itisnotsampledependent;thesizeofsampledoesnot
influenceresults.

Step1:Teacheridentifiesintheirmindastudentwhobarely
achievesateachproficiencylevel.PLDs,proficiencyleveldescriptions
areimportantpartofthisinitialstep.

Step2:Lookatthefirstquestion.Ifyouwouldexpectthebarely
progressingstudenttoansweritem1correctly,puta1ontheline.
Ofcourseifabarelyprogressingstudentwillgetthequestioncorrect
sowillthebarelyproficientandthebarelyadvanced.Placea1in
bothoftheseplaces

Step3:Ifabarelyprogressingstudentwouldmissaquestionputa
0intheblank.Thenconsiderthebarelyproficientstudent.Ifyou
wouldexpectthemtoanswertheitemcorrectly,puta1onthe
line.Ofcourseifabarelyproficientstudentwillgetthequestion
correctsowillthebarelyadvanced.Placea1inthisblankalso.

Step4:Ifabarelyprogressingstudentandabarelyproficientwould
missaquestionputa0inthebothblanks.Thenconsiderthe
barelyadvancedstudent.Ifyouwouldexpectthemtoanswerthe
itemcorrectly,puta1ontheline.

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Do not duplicate. 84
Step5:Itwouldbepossibletohavea0inallthreeblanks
indicatingthatonlystudentsaboveabarelyadvancedwouldgetthe
itemcorrect.

Step6:Continuethismethodforeachitemontheassessment.

Step7:Tocomputethecutscoresaddupthenumberofpointsfor
eachperformancelevel.Recordthesumatthebottomofeach
column.

Step8:Usethisscoretodetermineyourminimumcutscoreforeach
levelofproficiencyandtosetmasteryranges.

Step9:Recordtherangeforeachproficiencylevelintheboxes
providedatthebottomofyourchart.Theseareyourmasterylevels.

Questionsworthmultiplepointscanbedividedupwiththenumber
ofpointsgoingintoblankthatcorrespondstoastudentbarelyat
thatlevelwouldbelikelytogetcorrect.

BeginningProgressingProficientAdvanced

X X X
Barely Barely Barely
Progressing ProficientAdvanced
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Do not duplicate. 85
ModifiedAngoffMethodQC6

Standard: DateCalculated:
AssessmentTitle: Level:

Item
#

Beginning
Barely
Progressing
Barely
Proficient

Barely
Advanced

Total
Points
1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Total

Beginning Progressing Proficient Advanced
Range

PointsinRange

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SampleMeasurementTopics

ReadingforMainIdea
Grade8
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifycomplexcausalrelationships(e.g.,observesthatthe
plightofAnneFrankinTheDiaryofAnneFrankistheresultof
causesrangingfromthepoliciesoftheNazisinAmsterdamtothe
childhoodofAdolphHitler)
identifyandreacttobasictextualarguments(e.g.,summarizes
theargumentpresentedandexplainswhyheorshewas
persuadedornot)
identifyproblemsthatcannotorwillnotbesolvedinthetext
(e.g.,observesthatastoryaboutthefateofNativeAmericans
willnotincludeasolutiontotheproblemoftheU.Sgovernment
takingtheirlands)
identifycomplexplotswithmultiplestorylines(e.g.,observes
thatastoryfollowingpeopleindifferentsocialclassesduringa
specifictimemaycenteraroundanimpliedideathatsocialclass
isthelargestdeterminerofapersonslifeexperience)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o counterargument
o explicit
o implicit
performingbasicprocessessuchas:
o recognizingliterarycluesthatindicatecomplexcausal
relationships(e.g.,recognizingthatcertaingenresof
literatureoftencontaincomplexcausalrelationships)
o recognizingtextualcuessignifyingthatanargumentis
beingmade(e.g.,claimswithsupportqualifiers)and
describinghisorherownreactiontoatextualargument

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o recognizingtextualcluesthatindicateaproblemthat
cannotorwillnotbesolvedinatext
o recognizingtextualcuesacrossmultiplestorylinesthat
indicateacomplexplot
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade7
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifycomplexcausalrelationships(e.g.,whenreadingabout
theJapaneseinternmentcampsintheU.SduringWWIIthe
studentdescribesavarietyofcontributingfactors)
identifiesandreactstobasictextualarguments(e.g.,observes
specificreasonsforwhyheorshewasorwasnotpersuadedby
theargument)
identifyproblemswithcomplexsolutions(e.g.,observeswhile
readingabouttheCivilRightsMovementthatachievingracial
equalityhasbeenalongadifficultprocess)
identifiesplotswithmultiplestorylines(e.g.,observesthat
althoughSisterhoodoftheTravelingPantsfollowsthestoriesof
fourdifferentgirlsthattheyallspeaktotheplotofgrowthand
changeamongyoungwomen)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o characterefficacy
o argument
performingbasicprocessessuchas:
o recognizingtextualcluesthatindicatecomplexcausal
relationships
o recognizingthebasictextualindicatorsofanargument
beingmade
o recognizingtextualcluesthatindicateaproblemwitha
complexsolution
o recognizingtextualclueswithineachofthemultiplestory
linesinatextthatindicatethenatureoftheplot
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Do not duplicate. 88

HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade6
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifycomplexcausalrelationships(e.g.,observesalltheways
OldDanandLittleAnninWheretheRedFernGrowsaffectBillys
family)
identifycomplexchronologies(e.g.,recountstheeventsinabook
likeTheLion,theWitchandtheWardrobe)
identifyproblemsthatonlyanoutsidesourceorpersoncansolve
(e.g.,observesthatHelenKellersproblemofcommunication
couldnothavebeensolvedwithoutherteacher)
identifyplotswithtwoparallelstorylines(e.g.,observesthat
Seabiscuitfollowsthelifeofbothamanandahorseandthat
thesestorylinesbothrepresentthegrowth,courageandchange
centraltothestorysplot)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o parallelstorylines
performingbasicprocessessuchas:
o recognizingtextualcluesthatindicatecomplexcausal
relationshipsrecognizingtextualcluesthatindicate
complexchronologies
o recognizingvulnerableorhelplesscharactersinatext
o recognizingthatmorethanonestoryisoccurringinatext
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade5
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifycomplexcausalrelationships(e.g.,observesthatmany
eventsinHarryPotterandtheSorcerersStoneseemstrangeuntil
thebookrevealstheircauses)

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identifycomplexchronologies(e.g.,observesthatmanyofthe
eventsaffectingHarryinHarryPotterandtheSorcerersStone
happenedbeforethestorytakesplace)
identifyproblemsthatonlyacharactercansolve(e.g.,observes
thatMalfoywillalwaysbullyHarryinHarryPotterandthe
SorcerersStoneunlessHarrystandsuptohim)
identifyplotswithsinglestorylines(e.g.,observesthat
biographiesandautobiographiesfollowthestoryofonepersons
lifeandthatthisstorytellsussomethingabouttheworldorthe
effectapersoncanhaveontheworld)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o causalrelationship
o internalstruggle
o externalstruggle
recognizingandrecallingisolateddetailsandperformingbasic
processessuchas:
o recognizingwordsorgroupsofwordsthatindicate
complexcauseandeffect
o recognizingtextualcluesthatindicatecomplex
chronologies
o recognizingwords,phrases,ortextualcluesthatindicate
aproblemthatonlyacharactercansolve
o asinglestorylinecanspanagreatdealoftimeand
containmanychangesandthosedevelopmentstellus
aboutthestorysplotandabouttheworld
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade4
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifybasiccauseandeffect(e.g.,observesthatCharliein
CharlieintheChocolateFactorywinsthecontestbecausehe
behaveswellwhiletheotherchildrenbehavebadly)

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identifysimplechronologies(e.g.,recallstheorderandcauseof
eachchildsexitfromthestoryinCharlieandtheChocolate
Factory)
identifyproblemswithsimplesolutions(e.g.,observesthatthe
problemofpovertywithinCharliesfamilyinCharlieandthe
ChocolateFactoryisonlysolvedbyhavingmoremoney)
identifyplotswithsinglestorylines(e.g.,observesthattheplot
ofCharlieandtheChocolatefactoryisCharliesabilitytosave
bothhispoorfamilyandalonelymanandthestorylinefollows
theboysstrangejourneythroughthefactory)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o chronology
recognizingandrecallingisolateddetailsandperformingbasic
processessuchas:
o recognizingwordsorgroupsofwordsthatindicatecause
andeffect
o recognizingwordsorgroupsofwordsthatindicatean
orderofevents
o recognizingwordsorgroupsofwordsthatindicatewhen
someonemightbehavingaproblemandwhensomeone
mighthavereachedasolution
o astorylineusuallyfeedsintothebiggerpictureofaplot
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade3
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifybasiccauseandeffect(e.g.,observesthatinBecauseof
WinnDixie,theentranceofadogintoayounggirlslifecauses
manychangesthathelpthegirlgrow)
identifysimplechronologies(e.g.,recallsthecorrectorderofthe
peopleOpalmeetsinBecauseofWinnDixie)

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identifyproblemswithbasicsolutions(e.g.,observesthatGloria
Dumpsproblemofblindnessissolvedbyseeingwithherheartin
BecauseofWinnDixie)
identifyplotswithsinglestorylines(e.g.,observesthatBecause
ofWinnDixiesstorylinefollowstheadventuresofayounggirl
andherdogandthattheplotishergrowththroughoutthestory
andcomingtopeacewithhermothersabsence)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o orderofevents
o problem
o solution
o plot
recognizingandrecallingisolateddetailsandperformingbasic
processessuchas:
o recognizingwordsorgroupsofwordsthatindicatecause
andeffect
o recognizingwordsorgroupsofwordsthatindicatean
orderofevents
o whencharactershaveproblemslikesearchingfor
somethingthesolutiontothoseproblemsareusually
basic
o astorylineisthepathacharactertakesandaplotsums
upthechangesacharactergoesthroughortheoverall
pointofthestory
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade2
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifybasiccauseandeffect(e.g.,observesthatAmeliaBedelia
doesnotproducetherighteffectsatherjobasamaid)
identifysimplestorylines(e.g.,observesthatMikeMulliganand
HisSteamShovelfollowsamantryingtofindoutwhatheis
supposedtodo)
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Do not duplicate. 92

Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o cause
o effect
o storyline
performingbasicprocessessuchas:
o recognizingwordsorgroupsofwordsthatindicatecause
andeffect
o recognizingthepartsofatextthatwillmostlikelyprovide
informationaboutthebeginning,middleandendofa
story
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade1
Level3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
identifysimplestorylines(e.g.,thestorylineofAreYouMy
Mother?followsababybirdwhoissearchingforhismother)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminologysuchas:
o story
performingbasicprocessessuchas:
o recognizingcertainpartsofastoryprovidedifferent
informationaboutthestory
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
GradeK
Level3.0 Notapplicable
Level2.0 Notapplicable

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Do not duplicate. 93

NumberSenseandNumberSystems
Grade8
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
determiningtheunionandintersectionofvarioussets(e.g.,
explainingandexemplifyingtheunionoftwosetsasthesetof
elementsthatareineitherset)
usingscientificnotationtoexpresslargenumbersandsmall
numbersbetween0and1(e.g.,0.256writteninscientific
notationis2.56x10
1
)
distinguishingbetweensubsetsoftherealnumbersystem(e.g.,
explainingandexemplifyingthatarationalnumberisonethat
canbewrittenasasimplefractionandprovidingexamplesof
rationalversusirrationalnumbers)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o set
o union
o intersection
o realnumbersystem
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o setA={1,3,5}andsetB={1,5,6}theunionofAandB,written
AB={1,3,5,6}
o inscientificnotation,numbersarewrittenusingpowersof
ten(e.g.,2000inscientificnotationis2x10
3
)
o Piisafamousirrationalnumber
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
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Do not duplicate. 94


Grade7
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
expressingvariouslargenumbersinmultipleways(e.g.,
explainingandexemplifyinghowthesamenumbercanbe
expressedinscientificandstandardnotations)
expressingvariousnumbersinexponentialform(e.g.,explaining
andexemplifyingthemeaningofexponentsthatarenegativeor
0)
comparingandorderingavarietyofintegers,fractions,decimals,
andpercents(e.g.,convertingbetweendifferenttypesofrational
numbersforaccuratecomparison)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o scientificnotation
o powers
o rationalnumber
o irrationalnumber
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o 275,000writteninscientificnotationis2.75x10
5

o exponentscanbepositiveornegative
o comparingandorderingsimpleintegers,fractions,decimals,
andpercents
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade6
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
expressingvarioussmallnumbersinmultipleways(e.g.,
explainingandexemplifyinghowfactorsandexponentscanbe
usedtodecomposeandrecomposewholenumbers)
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Do not duplicate. 95

usingprimefactorization(e.g.,explainingandexemplifyinghow
primefactorizationwasusedtosolveagivenproblem)
expressingdecimalnumbersinmultipleways(e.g.,explaining
andexemplifyinghowadecimalnumbercanbeusedtoexpress
theconceptsofratio,proportion,andpercent)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o decompose
o recompose
o exponent
o proportion
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o 27=3x3x3=3
3

o 2*3*5istheprimefactorizationof30
o 3.762writteninexpandednotationis3+0.7+0.06+0.002
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade5
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
expressingequivalentformsofvarioussimplefractions(e.g.,
explainingandexemplifyinghowtoconvertbetweensimple
fractions,decimals,andpercents)
roundingdecimalstoagivenplacevalueandfractions(including
mixednumbers)tothenearesthalf(e.g.,explainingand
exemplifyingtherulesforroundingavarietyofnumbers)
findingthegreatestcommonfactor(GCF)andleastcommon
multiple(LCM)ofavarietyofnumbers(e.g.,explainingand
exemplifyingtheconceptsofcommonmultiplesandfactors)
Thestudentexhibitsnomajorerrorsoromissions.
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Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o primefactorization
o greatestcommonfactor(GCF)
o leastcommonmultiple(LCM)
o ratio
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o 75%=0.75=3/4
o 5.375roundedtothenearesttenthis5.4
o theleastcommonmultipleof3and5is15
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade4
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
orderingandcomparingwholenumbers(millions),decimals
(thousandths),andfractionswithlikedenominators(e.g.,
convertingbetweenwholenumbers,decimals,andfractionsfor
accuratecomparison)
expressingcomplexmoneyamountsinavarietyofways(e.g.,
explainingandexemplifyinghowthesameamountofmoneycan
beexpresseddifferently)
findingfactorsandmultiplesofwholenumbersthrough100
(e.g.,explainingandexemplifyingthedifferencebetweenafactor
andamultiple)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o factor
o multiple
o prime

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recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o .5=1/2
o $25.00iswrittenastwentyfivedollars
o 4isafactorof12
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade3
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
usingmathematicallanguageandsymbolstocompareandorder
wholenumbers(upto9999),decimals(hundredths),and
commonlyusedfractionsandmixednumbers(e.g.,explaining
andexemplifyingthedifferencebetween<and)
generatingequivalentformsofwholenumbers(e.g.,explaining
andexemplifyinghowdifferentformsofawholenumberarethe
same)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o lessthan
o greaterthan
o mixednumber
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o <isasymbolthatmeanslessthan
o 15+10isthesameas25
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
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Grade2
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
usingplacevalueconceptstorepresent,compare,andorder
wholenumbers(upto999)(e.g.,explainingandexemplifying
howeachplacerepresentsapoweroften)
representingdifferentformsofmoney(e.g.,explainingand
exemplifyinghowcommondecimalnumbers,.10,.25,.50,and
.75,arerelatedtomoney)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o sixths
o eighths
o decimalform
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o inthenumber765,6isinthetensplace
o .25istwentyfivecents
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade1
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
generatingequivalentformsforthesamenumber(e.g.,
explainingthedifferencebetweentwoequivalentformsofthe
samenumber)
describingthevalueofasmallcollectionofcoins(totalvalueup
toonedollar)(e.g.,explainingthedifferenceinvaluebetween
differentcoins)
describingandusingordinalnumbers(firsttotenth)(e.g.,
explainingthepositionofdifferentordinalnumbers)
Thestudentexhibitsnomajorerrorsoromissions.
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Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o placevalue
o expandednotation
o fraction
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o 5+5isthesameasten
o adimeistencents
o (a,b,c,d,e,f,g)bissecond,fissixth
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
GradeK
Level3.0 Whileengagedingradeappropriatetasks,thestudent
demonstratesanunderstandingofnumbersandnumbersystems
by:
comparingandorderingwholenumbersupto10(e.g.,explaining
thequantityrepresentedbydifferentwholenumbers)
placingsimplesetsofobjectsintoordinalposition(e.g.,
explainingwhyonesetofobjectsbelongsinaspecificordinal
position)
constructingmultiplesetsofobjectseachcontainingthesame
numberofobjects(e.g.,makinganddescribingequalsetsoutof
agroupofdifferentobjects)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o wholenumber
o ordinalnumber
o numeral
recognizingandrecallingtheaccuracyofbasicsolutionsand
information,suchas:
o 5,3,7shouldbeorderedas3,5,7
o ball,cookie,tree,leaftreeisthirdintheset

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o SetAhasfiverubberbands,setBhasfourmarbles,setChas
fiveerasers;bothAandChavethesamenumberofobjects
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.

AtmosphericProcessesandtheWaterCycle
Grade8
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
howwatercycleprocessesimpactclimaticpatterns
(temperature,wind,clouds)(e.g.,explaininghowtemperatureis
impactedbywatercycleprocesses(e.g.,precipitation),i.e.,why
rainfallonahotdaycanlowerthetemperature)
theeffectsoftemperatureandpressureindifferentlayersof
Earthsatmosphere(troposphere,stratosphere,mesosphere,
thermosphere)(e.g.,explainingwhytemperatureandpressureis
notthesameindifferentlayersoftheEarthsatmosphere,i.e.,
howsmallamountsofresidualoxygencausetemperaturesinthe
atmospheretoincreasewithaltitude)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o climaticpattern
o troposphere
o stratosphere
recognizingandrecallingisolateddetails,suchas:
o precipitationisoneoftheprocessesofthewatercycle
o thetroposphereisthelowestportionofEarthsatmosphere
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
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Grade7
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
interactionsoftheprocessesinthewatercycle(condensation,
precipitation,surfacerunoff,percolation,evaporation)(e.g.,
explaininghoweachprocessofthewatercycleimpactstheother
processes,i.e.,whyprecipitationwouldnotoccurwithoutthe
evaporationandcondensationofsurfacewaterontheEarth)
whywaterisanessentialcomponentoftheEarthsystem(impact
onlifeforms,humanuses)(e.g.,explaininghowaspecificusefor
waterimpactshumanity,i.e.,howusingwatertodrivesteam
turbinestogenerateelectricityeffectspeoplelivingtoday)
howchangesinatmosphericcompositioncanimpacttheEarths
climate(temperature,humidity)(e.g.,explaininghowincreasesin
greenhousegasesimpactstemperatureonEarth,i.e.,how
temperatureontheEarthiseffectedbyincreasesintheamount
ofgasesintheatmospherethatabsorbinfraredradiation
emittedbytheEarthandreradiatetheenergyasheatback
towardstheEarth)
howcloudsimpactclimate(temperature,humidity)(e.g.,
explaininghowcloudsimpacttemperatureonEarth,i.e.,how
temperatureontheEarthiseffectedbythereflectionofsomeof
theincomingradiationfromtheSunbyclouds)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o watercycle
o surfacerunoff
o heatretention
recognizingandrecallingisolateddetails,suchas:
o surfacerunoffisoneoftheprocessesofthewatercycle
o waterisacomponentoftheEarthsystem
o theEarthsatmospherecontainsnitrogen
o thetypeandamountofcloudscanvarythroughoutaday

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HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade6
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
theimpactoftheSunontheEarth(e.g.,explaininghowaspecific
typeofenergyfromtheSunimpactstheEarth,i.e.,howlifeon
Earth(e.g.,plants)iseffectedbysunlight)
howvariousfactors(changesinoceantemperature,geological
shifts,meteors,theadvanceandretreatofglaciers)impactthe
Earthsclimate(temperature,humidity)(e.g.,explaininghow
changesinoceantemperatureimpactstheEarthsclimate,i.e.,
howregionalprecipitationiseffectedbyanElNio/LaNia
episode)
interactionsbetweentheMoonandtheEarth(e.g.,explaining
howoceantidesontheEarthareimpactedbytheMoon,i.e.,how
theheightofthetideiseffectedbyboththepositionoftheMoon
astheEarthcompletesarevolutionandthepositionoftheMoon
asitorbitstheEarth)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o atmosphere
o climatechange
o geologicalshift
recognizingandrecallingisolateddetails,suchas:
o theSun,likeotherstars,producesenergy
o aglacierisalarge,longlastingriverofice
o theMoonmakesonecompleteorbitabouttheEarthevery
27.3days
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
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Grade5
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
basicimpactoftheSunontheEarth(e.g.,explainingbasicways
theEarthisimpactedbytheSun,i.e.,basicformsofenergy
(ultravioletlight)transmittedbytheSuntotheEarth)
basiceffectsofthetiltoftheEarthsaxisastheEarthorbitsthe
Sun(impactonseasons,impactonweatherpatterns)(e.g.,
explaininghowthetiltoftheEarthsaxisimpactsseasons,i.e.,
basicreasonswhyseasonsaretheoppositeineachhemisphere)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o climate
o hemisphere
o oceancurrent
recognizingandrecallingisolateddetails,suchas:
o theaverageamountofvisiblesunlightis10to12hoursaday
inNorthAmericaduringthesummer
o oneoftheEarthshemispheresistiltedawayfromtheSun
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade4
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
generalcharacteristicsofwater(color,abilitytochangestates,
abilitytodissolvemanytypesofsubstances)(e.g.,explaining
generalinformationknownaboutwater,i.e.,waterhasthe
abilitytodissolvemanysubstancesintosmallerparticlesthat
cannotbeseenbythenakedeye)

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howwaterchangesstates(liquidtosolid,liquidtogas,solidto
liquid,gastoliquid)(e.g.,explainingthebasicprocessofhow
waterchangesfromonestatetoanother,i.e.,whathappensto
iceplacedinaglassofwater)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o formsofwater
o condensation
o evaporation
recognizingandrecallingisolateddetails,suchas:
o watercoversthemajorityoftheEarthssurface
o wateronEarthgoesthroughacycle
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade3
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
generalcharacteristicsofvarioustypesofprecipitation(liquid,
freezing,frozen)(e.g.,explaininggeneralinformationknown
aboutaspecifictypeofprecipitation,i.e.,rainisprecipitationin
liquidform)
generalcharacteristicsofair(cannotbeseen,canbefeltaswind,
basicimpactofwindondifferentobjects)(e.g.,explaining
generalinformationknownaboutair,i.e.,eventhoughaircannot
beseenitcanbefeltaswind)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o airmovement
o windpatterns
o precipitation

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recognizingandrecallingisolateddetails,suchas:
o precipitationisanyformofwaterthatfallstotheEarths
surface
o airisasubstancethatsurroundsusandtakesupspace
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
Grade2
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
basicformsofwater(e.g.,explainingthatwatercanbefoundin
differentforms,i.e.,iceiswaterinasolidform)
generalcharacteristicsofweather(abilitytochange,typesof
weather)(e.g.,explaininggeneralinformationknownabout
weather,i.e.,weathercanchangeseveraltimesaday,e.g.,the
suncouldbeshininginthemorning,coveredbyathunderstorm
intheearlyafternoon,andreappearafterthestorm)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o temperature
o weatherpattern
o monsoon
recognizingandrecallingisolateddetails,suchas:
o wateronEarthisalwayschanging
o therearedifferenttypesofweather
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
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Grade1
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
sourcesoffreshwateronEarth(rivers,lakes,glaciers,
underground)(e.g.,explainingthatthereareseveralsourcesof
freshwateronEarth,i.e.,awelldrawsfreshwaterfrom
underground)
generalcharacteristicsofwateronEarth(saltwater,freshwater)
(e.g.,explaininggeneralinformationknownaboutwateron
Earth,i.e.,theEarthsoceansaresaltwater)
generalcharacteristicsofseasons(e.g.,typesofweather)(e.g.,
explaininggeneralinformationknownaboutseasons,i.e.,leaves
changecolorsduringautumn)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o wind
o rain
o snow
recognizingandrecallingisolateddetails,suchas:
o onlyasmallportionoftheEarthswaterisfreshwater
o overhalfoftheEarthiscoveredwithwater
o summerisoneofEarthsseasons
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.
GradeK
Level3.0 Whileengagedintasksthataddressatmosphericprocessesandthe
watercycle,thestudentdemonstratesanunderstandingof
importantinformationsuchas:
watercanbefoundonEarthindifferentforms(liquid,solid)
(e.g.,explainingthatwateronEarthcanbefoundindifferent
forms,i.e.,icebergsaresolidwater)

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basicdifferencesbetweentheseasonsoftheyear(changesto
plants,changestotrees,temperature)(e.g.,explainingthateach
seasonisdifferent,i.e.,sometreeswilllosetheirleavesinthe
autumntoprepareforthefreezingtemperaturesofwinter)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,suchas:
o water
o season
o rainy
recognizingandrecallingisolateddetails,suchas:
o waterisveryimportanttotheEarth
o winterisoneofEarthsseasons
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel
3.0elements.

Rights,Responsibilities,andParticipation
inthePoliticalProcess
Grade8
Level3.0 Whileengagedintasksthataddressthetopicof rights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
theinfluenceofvariouspoliticalrightsonAmericansociety(e.g.,
explainingandexemplifyinghowAmericanshavingtherightto
petitionimpactselectedofficialsatalllevelsofgovernment,i.e.,
petitioningastaterepresentativetourgeapolicychangeinthe
governorsoffice)
theinfluenceofcommonlyheldcivicresponsibilitiesonAmerican
society(e.g.,explainingandexemplifyinghowperformingpublic
serviceimpactsalocalcommunity,i.e.,donatingtimeasa
mentoratayouthcenter)

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theimpactofvariouscontemporaryissuesinvolvingcivic
responsibilityonAmericansociety(e.g.,explainingand
exemplifyinghowacontemporaryissueimpactsAmerican
citizens,i.e.,howlowvoterturnouteffectselectionresults)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o freedomofelections
o equalityofjustice
o publicservice
o voterparticipation
recognizingandrecallingisolateddetails,suchas:
o signaturesonapetitionoftenhavetobeauthenticated
beforethepetitionisaccepted
o performingpublicserviceisconsideredacivicresponsibility
o voterturnoutisusuallyhigherduringapresidentialelection
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
Grade7
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
theimpactofmajorcivilrightslegislationonAmericansociety
(e.g.,explainingandexemplifyinghowAmericancitizenshave
beenimpactedbytheCivilRightsActof1964,i.e.,howoutlawing
discriminationbasedonrace,color,religion,sex,ornational
originhaschangedhiringpoliciesfromthenuntilnow)
theinfluenceofcommonlyheldcivicresponsibilitiesonAmerican
society(e.g.,explainingandexemplifyinghowconsideringthe
rightsandinterestsofothersimpactsalocalcommunity,i.e.,how
acharitymightbeeffectedifcitizensstoppedvolunteeringtheir
time)
Thestudentexhibitsnomajorerrorsoromissions.
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Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o politicalrights
o civilrightslegislation
o civicresponsibility
recognizingandrecallingisolateddetails,suchas:
o TitleIoftheCivilRightsActof1964dealswithvoterrights
o consideringtherightsandinterestsofothersisconsidereda
civicresponsibility
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
Grade6
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
theinfluenceofpoliticalrightsonindividuals(e.g.,explainingand
exemplifyinghowfreedomofspeechimpactsindividuals,i.e.,
howanindividualcaninfluencechangeinlocalpolicythrougha
publicspeech)
theimpactoftheU.S.ConstitutionandBillofRightsonAmerican
society(e.g.,explainingandexemplifyinghowthenewsmediais
impactedbytheFirstAmendment,i.e.,whyinformation
publishedinnewspapersmightbelimitedwithoutafreepress)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o righttopetition
o freedomofpress
o U.S.Constitution
o BillofRights

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recognizingandrecallingisolateddetails,suchas:
o freedomofspeechisconsideredapoliticalright
o TheFirstAmendmentoftheUnitedStatesConstitutiondeals
withreligion,speech,thepress,petition,andassembly
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
Grade5
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
theimpactoftheDeclarationofIndependenceonAmerican
society(e.g.,explainingandexemplifyinghowderivingitspowers
fromtheconsentofthegovernedimpactstheU.S.Government,
i.e.,whyeachstateisrepresentedintheU.S.Houseof
Representativesproportionallybyitspopulation)
theinfluenceofcommonlyheldpersonalresponsibilitieson
Americansociety(e.g.,explainingandexemplifyinghow
accepting(orfailingtoaccept)responsibilityforthe
consequencesofonesactionsimpactsalocalcommunity,i.e.,
whyaherograciouslyacceptingamedalofhonorhelpsgive
citizensagreatersenseofprideintheircommunity)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o righttovote
o righttoassemble
o unalienablerights
o personalresponsibility
recognizingandrecallingisolateddetails,suchas:
o thepreambleoftheDeclarationofIndependencedealswith
rightsofallmen
o acceptingresponsibilityfortheconsequencesofonesactions
isconsideredapersonalresponsibility

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However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
Grade4
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
basicimplicationsofbeingacitizenoftheUnitedStates(e.g.,
explainingandexemplifyingbasicreasonswhycitizensowe
allegianceorloyaltytotheUnitedStates,i.e.,protectionfrom
foreignenemies;explainingbasicreasonswhycitizensneedto
respectthelaw,i.e.,peacefulsociety;explainingbasicreasons
whycitizensneedtovote,i.e.,votingletspoliticiansknowwhat
issuescitizensconsiderimportanttothem)
basicinfluenceoffundamentalvaluesofAmericandemocracy
(equalityofopportunity,diversity,truth,patriotism)onAmerican
society(e.g.,explainingandexemplifyingthebasicimpactof
equalityofopportunityonemployees,i.e.,eachpotential
employeeshouldhaveanevenchancetogethiredifhe/she
meetstherequirementsforthejob)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o diversity
o truth
o patriotism
recognizingandrecallingisolateddetails,suchas:
o acitizenoftheUnitedStatesowesallegianceorloyaltytothe
UnitedStates
o equalityofopportunityisconsideredafundamentalvalueof
Americandemocracy
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
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Grade3
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
whyacitizenoftheUnitedStatesreceivesprotection(military
protection)andotherservices(financialassistance,foodstamps)
fromtheU.S.government(e.g.,explainingandexemplifying
basicservicesAmericancitizenscanandcannotreceivefromthe
federalgovernment,i.e.,manyAmericansincorrectlybelievethat
thegovernmentisrequiredtohelpcitizenspaytheirbillsintime
offinancialcrisis)
basicinfluenceoffundamentalvaluesofAmericandemocracy
(individualrights,thepublicorcommongood,justice)on
Americansociety(e.g.,explainingandexemplifyinghowcitizens
workingtogetherimpactsalocalcommunity,i.e.,whyagroupof
citizensvolunteeringtorepairanoldlibraryhelpspeopleinthe
community)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o protection
o commongood
o justice
recognizingandrecallingisolateddetails,suchas:
o theU.S.governmentprovidesamilitarytohelpprotectits
citizensfromharm
o individualrightsareconsideredafundamentalvalueof
Americandemocracy
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
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Grade2
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
acitizenoftheUnitedStatesisalegallyrecognizedmemberwho
hasprivilegesandresponsibilities(e.g.,explainingthattheright
tovoteisaprivilegeofbeinganAmericancitizenwhichcanbe
lost,i.e.,convictedcriminalsareprohibitedfromvoting)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o privilege
o responsibility
o rights
recognizingandrecallingisolateddetails,suchas:
o onlyacitizenoftheUnitedStatescanvoteingovernment
electionswithintheUnitedStates
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
Grade1
Level3.0 Whileengagedintasksthataddressthetopicofrights,
responsibilities,andparticipationinthepoliticalprocess,the
studentdemonstratesanunderstandingofimportantinformation
suchas:
basicvaluesofAmericandemocracy(life,liberty,commongood)
(e.g.,explainingthatAmericandemocracyisbasedon
fundamentalvalues,i.e.,commongoodandlawsthatshould
benefitallmembersofsociety)
basicprotectionsgovernmentshouldprovideitscitizens
(individualrights)(e.g.,explainingthatthefreeexerciseof
religionisabasicprotectionthatshouldbegiventothecitizensof
agovernment,i.e.,citizensshouldnotbepersecutedfortheir
religiousbeliefs)
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Thestudentexhibitsnomajorerrorsoromissions.
Level2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsand
processessuchas:
recognizingandrecallingspecificterminology,events,people,
andlocations,suchas:
o democracy
o citizen
o government
recognizingandrecallingisolateddetails,suchas:
o Americandemocracyhasfundamentalvalues
o governmentshouldprotectitscitizens
However,thestudentexhibitsmajorerrorsoromissionsregarding
theLevel3.0elements.
GradeK
Level3.0 Notapplicable
Level2.0 Notapplicable

AssignmentsandWorkCompletion
HighSchool(Grades912)
Level
4.0
InadditiontoLevel3.0performance,thestudentmakesindepth
inferencesandapplicationsthatgobeyondwhatwastaughtinclass.
Level3.5 InadditiontoLevel3.0performance,thestudentmakesindepth
inferencesandapplicationswithpartialsuccess.
Level
3.0
Thestudenthandsinworkontimeandmeetsallrequiredconventions
suchas:
followingformalwrittenformatspecificationsforassignmentswithout
beingreminded(e.g.,ChicagoStyleManual,schoolformatguide)
developingandimplementingcomprehensivetimemanagementplans
forassignments(e.g.,determiningcomponenttasksrequiredtocomplete
anassignment,determiningreasonableduedatesforeachcomponent
task,andtrackingthecompletionofeachtasktohelpensurecompletion
oftheassignmentontime)
completingassignmentsontimeandprovidingacceptableexplanations
whenassignmentsarenothandedinontime(e.g.,turningin
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Do not duplicate. 115

assignmentsontimeandcomplete;havingaplausibleexplanationwhen
assignmentsarenotturnedinontimewhichmeetsestablished
classroompolicyregardinglateassignments)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.5 Thestudentissuccessful withLevel2.0elementsandpartially
successfulwithLevel3.0elements.
Level
2.0
Thestudentissuccessfulwiththesimplerdetailsandbehaviorssuchas:
beingawareofformalwrittenformatspecificationsforassignments
(e.g.,describingtheformatrequiredforagivenassignment)
developingandimplementingbasictimemanagementplansfor
assignments(e.g.,creatingahomeworkorganizertotrackduedatesfor
variousassignments)
monitoringhis/hereffectivenessatturninginassignmentsontime(e.g.,
keepingtrackofwhenassignmentsareturnedinusingachart)
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel3.0
elements.
Level1.5 ThestudentispartiallysuccessfulwithLevel2.0elementsbutnot
withLevel3.0elements.
Level
1.0
Withhelporprodding,thestudentispartiallysuccessfulwithLevel2.0and
Level3.0elements.
Level0.5 Withhelporprodding,thestudentispartiallysuccessfulwith
Level2.0elementsbutnotwithLevel3.0elements.
Level
0.0
Evenwithhelporprodding,nounderstandingorskilldemonstrated.

AssignmentsandWorkCompletion
MiddleSchool(Grades68)
Level4.0 InadditiontoLevel3.0performance,thestudentmakesindepth
inferencesandapplicationsthatgobeyondwhatwastaughtinclass.
Level
3.5
InadditiontoLevel3.0performance,thestudentmakesindepth
inferencesandapplicationswithpartialsuccess.
Level3.0 Thestudenthandsinworkontimeandmeetsallrequiredconventions
suchas:
handinginassignmentsthatmeetformatrequirementsspecifiedbythe
teacher(e.g.,properheading,margins,andcitations)
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developingandimplementingbasictimemanagementplansfor
assignments(e.g.,creatingahomeworkorganizertotrackduedatesfor
variousassignments)
completingassignmentsontimeandprovidingacceptableexplanations
whenassignmentsarenothandedinontime(e.g.,turningin
assignmentsontimeandcomplete;havingaplausibleexplanationwhen
assignmentsarenotturnedinontimewhichmeetsestablished
classroompolicyregardinglateassignments)
Thestudentexhibitsnomajorerrorsoromissions.
Level
2.5
ThestudentissuccessfulwithLevel2.0elementsandpartially
successfulwithLevel3.0elements.
Level2.0 Thestudentissuccessfulwiththesimplerdetailsandbehaviorssuchas:
beingawareofformatrequirementsforassignments(e.g.,describing
theformatrequirementsforagivenassignment)
beingawareofelementsofbasictimemanagementplans(e.g.,
explainingthatabasichomeworkorganizershouldincludetheduedate,
description,andspecifictasksforeachassignment)
beingawareofdeadlinesforassignments(e.g.,usingasimplechartto
keeptrackoftheduedateforeachassignment)
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel3.0
elements.
Level
1.5
ThestudentispartiallysuccessfulwithLevel2.0elementsbutnot
withLevel3.0elements.
Level1.0 Withhelporprodding,thestudentispartiallysuccessfulwithLevel2.0
andLevel3.0elements.
Level
0.5
Withhelporprodding,thestudentispartiallysuccessfulwith
Level2.0elementsbutnotwithLevel3.0elements.
Level0.0 Evenwithhelporprodding,nounderstandingorskilldemonstrated.

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AssignmentsandWorkCompletion
UpperElementary(Grades35)
Level4.0 InadditiontoLevel3.0performance,thestudentmakesindepthinferences
andapplicationsthatgobeyondwhatwastaughtinclass.
Level3.5 InadditiontoLevel3.0performance,thestudentmakesindepth
inferencesandapplicationswithpartialsuccess.
Level3.0 Thestudenthandsinworkontimeandmeetsallrequiredconventionssuch
as:
bringingnecessarymaterialstoclassandfollowingrulesforborrowing
whennecessary(e.g.,havingrequiredmaterials(i.e.,pencils,notebooks,
paper)andborrowingmaterialsoccasionallyonlyafteraskingpermission
fromtheteacher)
followingasmallsetofroutineinstructionsforassignments(e.g.,writing
nameanddateinthetop,lefthandcornerofthepaper;writingonevery
otherline,staplingmultiplepagesintheupper,righthandcorner,writing
legibly)
completingassignmentsontimeandprovidingacceptableexplanations
whenassignmentsarenothandedinontime(e.g.,turninginassignments
ontimeandcomplete;havingaplausibleexplanationwhenassignments
arenotturnedinontimewhichmeetsestablishedclassroompolicy
regardinglateassignments)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.5 ThestudentissuccessfulwithLevel2.0elementsandpartially
successfulwithLevel3.0elements.
Level2.0 Thestudentissuccessfulwiththesimplerdetailsandbehaviorssuchas:
beingawareofrequiredclassmaterials(e.g.,describingthematerialsthat
thestudentisrequiredtobringtoclasseachday)
beingawareofrulesforborrowingclassmaterials(e.g.,describingthe
rulesestablishedinclassforborrowingmaterials,i.e.,usingacheck
out/checkinsystem)
beingawareofinstructionsforassignments(e.g.,describingthe
instructionsprovidedbytheteacherforagivenassignment)
beingawareofrequirementsregardingturninginassignmentsontime
(e.g.,describingrequirementsestablishedbytheteacherforturningin
assignmentsontime,i.e.,whenwouldanassignmentbeconsideredlate;
whatwouldbeconsideredanacceptableexplanationforwhenan
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assignmentisnothandedinontime)
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel3.0
elements.
Level1.5 ThestudentispartiallysuccessfulwithLevel2.0elementsbutnot
withLevel3.0elements.
Level1.0 Withhelporprodding,thestudentispartiallysuccessfulwithLevel2.0and
Level3.0elements.
Level0.5 Withhelporprodding,thestudentispartiallysuccessfulwithLevel
2.0elementsbutnotwithLevel3.0elements.
Level0.0 Evenwithhelporprodding,nounderstandingorskilldemonstrated.

AssignmentsandWorkCompletion
Elementary(GradesK2)
Level4.0 InadditiontoLevel3.0performance,thestudentmakesindepthinferences
andapplicationsthatgobeyondwhatwastaughtinclass.
Level3.5 InadditiontoLevel3.0performance,thestudentmakesindepth
inferencesandapplicationswithpartialsuccess.
Level3.0 Thestudenthandsinworkontimeandmeetsallrequiredconventionssuch
as:
bringingapencilorpentoclassandfollowingestablishedrulesfor
borrowingwhennecessary(e.g.,havingapencilorpenavailableforclass
workandborrowingmaterialswhenneededafteraskingtheteachers
permission)
attemptingtofollowgeneraldirectionsforassignments(e.g.,following
thedirectionsoftheteacherregardinghowtohandinpapersaftera
particularassignment)
Thestudentexhibitsnomajorerrorsoromissions.
Level2.5 ThestudentissuccessfulwithLevel2.0elementsandpartially
successfulwithLevel3.0elements.
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Level2.0 Thestudentissuccessfulwiththesimplerdetailsandbehaviorssuchas:
beingawareofestablishedrulesforborrowing(e.g.,restatingtherules
establishedinclassforborrowingmaterials)
beingawareofgeneraldirectionsforassignments(e.g.,restatingthe
generaldirectionsprovidedbytheteacherforagivenassignment)
HoweverthestudentexhibitsmajorerrorsoromissionswithLevel3.0
elements.
Level1.5 ThestudentispartiallysuccessfulwithLevel2.0elementsbutnot
withLevel3.0elements.
Level1.0 Withhelporprodding,thestudentispartiallysuccessfulwithLevel2.0and
Level3.0elements.
Level0.5 Withhelporprodding,thestudentispartiallysuccessfulwithLevel
2.0elementsbutnotwithLevel3.0elements.
Level0.0 Evenwithhelporprodding,nounderstandingorskilldemonstrated.

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HighSchoolExamples

Strand:Reading
Topic:Genre
Level:10
Score4.0 InadditiontoScore 3.0,indepthinferencesandapplicationsthatgo
beyondwhatwastaughtsuchas:
comparingandcontrastingliteraturefromvariousgenres,from
thesametimeperiod
Score 3.5 InadditiontoScore3.0 performance,indepthinferencesand
applicationswithpartialsuccess.
Score3.0 Whileengagedintasksregardinglevelappropriatereadingtasks,the
studentdemonstratesanabilitytoidentifyandanalyzeliteraturegenre
by:
identifyingdifferentgenresofliteratureastheyrelatetospecifictime
periods(e.g.,epicpoetryintheclassicalperiod,dramainthe
Renaissance,poetryintheRomanticperiod,thenovelintheVictorian
period)
Thestudentexhibitsnomajorerrorsoromissions.
Score2.5 Nomajorerrorsoromissionsregardingthesimplerdetails
andprocessandpartialknowledgeofthemorecomplexideas
andprocesses.
Score2.0 Therearenomajorerrorsoromissionsregardingthesimplerdetailsand
processesasthestudent:
recognizesorrecallsspecificterminologysuchas:
o classical,renaissance,romanticperiod
performsbasicprocesses,suchas:
o makingbasicconnectionsbetweenmajorgenresandmajor
timeperiods
However,thestudentexhibitsmajorerrorsoromissionsregardingthe
morecomplexideasandprocesses.
Score1.5 Partialknowledgeofthesimplerdetailsandprocessesbut
majorerrorsoromissionsregardingthemorecomplexideas
andprocedures.
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Score0.5 Withhelp,apartialunderstandingofsomeofthesimpler
detailsandprocessesbutnotthemorecomplexideasand
processes.
Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.

Strand:Reading
Topic:LiteraryAnalysis
Level:10
Score4.0 InadditiontoScore 3.0,indepthinferencesandapplicationsthatgo
beyondwhatwastaughtsuchas:
evaluatingtherealnessofcharacterinteractionsintwoormore
previouslyreadtexts(e.g.,aretheyinteractionsrealistic?How
wouldyoureact/actinsimilarsituations?Whatwouldmakethe
charactersmorebelievable?)
Score3.5 InadditiontoScore 3.0performance,indepthinferencesand
applicationswithpartialsuccess.
Score3.0 Whileengagedintasksregardinglevelappropriateliteraryanalysis,the
studentdemonstratesanabilitytoanalyzeandrespondtoliteratureby
performingtaskssuchas:
analyzingtheeffectsofcharacterinteractionsontheplotandthe
resolutionoftheconflict(e.g.,understandhowtheactionsand
attitudesofacharactermayaffectothercharactersanddecisively
impacttheresolution)
analyzingthenarratorandthepointofviewasitrelatestothe
authorspurpose(e.g.,firstorthirdpersonnarrator)
analyzingthetextforuniversalthemesandapplyingthemtomodern
situations(e.g.,whenreadingTheScarletLetterdiscussthe
implicationsofimposedsocialrolesonwomenandminoritiesin
todayssociety)
Thestudentexhibitsnomajorerrorsoromissions.
Score1.0 Withhelp,apartialunderstandingofsomeofthesimplerdetailsand
processesandsomeofthemorecomplexideasandprocesses.
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Score2.5 Nomajorerrorsoromissionsregardingthesimplerdetails
andprocessandpartialknowledgeofthemorecomplexideas
andprocesses.
Score2.0 Therearenomajorerrorsoromissionsregardingthesimplerdetailsand
processesasthestudent:
recognizesorrecallsspecificterminologysuchas:
o irony,hyperbole,imagery
performsbasicprocesses,suchas:
o recognizingorrecallingaccuratestatementsabout
characterinteractionsandtheireffectontheplotand
resolution
o recognizingorrecallingaccuratestatementsaboutpointof
view
o recallingthetheme(s)ofgivenbooks
However,thestudentexhibitsmajorerrorsoromissionsregardingthe
morecomplexideasandprocesses.
Score1.5 Partialknowledgeofthesimplerdetailsandprocessesbut
majorerrorsoromissionsregardingthemorecomplexideas
andprocedures.
Score1.0 Withhelp,apartialunderstandingofsomeofthesimplerdetailsand
processesandsomeofthemorecomplexideasandprocesses.
Score0.5 Withhelp,apartialunderstandingofsomeofthesimpler
detailsandprocessesbutnotthemorecomplexideasand
processes.
Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.


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Do not duplicate. 123
SampleTasksforScores4.0,3.0,&2.0

Score4.0
Askstudentstoevaluatetherealnessofcharacterinteractionsintwoormore
previouslyreadtexts.

Score3.0
Askstudentstoanalyzetheeffectsofcharacterinteractionsontheplotandthe
resolutionoftheconflict.
Askstudentstoanalyzethenarratorandthepointofviewasitrelatestothe
authorspurpose.
Askstudentstoanalyzethetextforuniversalthemesandapplyingthemto
modernsituations.

Score2.0
Askstudentstoidentifyorproduceaccuratestatementsaboutcharacter
interactionsandtheireffectontheplotandresolution.
Askstudentstoidentifyorproduceaccuratestatementsaboutpointofview.
Askstudentstoproducethethemesofgivenbooks.
Askstudentstoidentifyorproducedefinitionstogiventerms.


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Strand:Reading
Topic:NarrativeComprehension
Level:10
Score4.0 InadditiontoScore3.0,indepthinferencesandapplicationsthatgo
beyondwhatwastaughtsuchas:
comparingandcontrastingthecomplexthematicrelationships
betweenplotsandcharactersofmultipletexts
Score3.5 InadditiontoScore3.0 performance,indepthinferencesand
applicationswithpartialsuccess.
Score3.0 Whileengagedingradeappropriatereadingtasks,thestudent
demonstratesanabilityto:
explainandgiveexamplesofcomplexthematicrelationshipsbetween
plotsandcharactersinthreeormoretexts
evaluateapieceofliteraturebasedonselfcreatedliterarymerits
applyterminologytoliteraryanalysisofmultiplepiecesofliterature
(pointofview,foreshadowing,flashback,figurativelanguage,allegory,
contrast)
Thestudentexhibitsnomajorerrorsoromissions.
Score2.5 Nomajorerrorsoromissionsregardingthesimplerdetails
andprocessandpartialknowledgeofthemorecomplexideas
andprocesses.
Score2.0 Therearenomajorerrorsoromissionsregardingthesimplerdetailsand
processesasthestudent:
recognizesorrecallsspecificterminologysuchas:
o pointofview
o foreshadowing
o flashback
o figurativelanguage
o allegory
o contrast
performsbasicprocesses,suchas:
o recognizingaccuratestatementsabouttheconnections
betweencomplexthematicrelationships,plot,and
charactersinmultipletexts

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o recognizingorrecallingexamplesofvalidcriteriafor
literatureevaluation
o producingliteraryterminologyinisolation
However,thestudentexhibitsmajorerrorsoromissionsregardingthe
morecomplexideasandprocesses.
Score1.5 Partialknowledgeofthesimplerdetailsandprocessesbut
majorerrorsoromissionsregardingthemorecomplexideas
andprocedures.
Score1.0 Withhelp,apartialunderstandingofsomeofthesimplerdetailsand
processesandsomeofthemorecomplexideasandprocesses.
Score0.5 Withhelp,apartialunderstandingofsomeofthesimpler
detailsandprocessesbutnotthemorecomplexideasand
processes.
Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.


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SampleTasksforScores4.0,3.0,and2.0

Score4.0
Askstudentstocompareandcontrastthecomplexthematicrelationships
betweenplotsandcharactersofmultipletexts.

Score3.0
Askstudentstoexplainandgiveexamplesofcomplexthematicrelationships
betweenplotsandcharactersinthreeormoretexts.
Askstudentstoevaluateapieceofliteraturebasedonselfcreatedliterary
merits.
Askstudentstoapplyterminologytoliteraryanalysisofmultiplepiecesof
literature.

Score2.0
Askstudentstoidentifyorproduceaccuratestatementsabouttheconnections
betweencomplexthematicrelationships,plot,andcharactersinmultipletexts.
Askstudentstoidentifyorproduceexamplesofvalidcriteriaforliterature
evaluation.
Askstudentstoproduceliteraryterminologyinisolation.
Askstudentstoidentifyorproducedefinitionstogiventerms.

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Do not duplicate. 127
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Marzano Research Laboratory 2010. Marzanoresearch.com


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Do not duplicate. 129

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Marzano Research Laboratory 2010. Marzanoresearch.com


Do not duplicate. 130
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Marzano Research Laboratory 2010. Marzanoresearch.com


Do not duplicate. 131

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Marzano Research Laboratory 2010. Marzanoresearch.com


Do not duplicate. 132
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Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 133
Topic:OriginsandPurposesofU.S.Government
Grade911Government
Score
4.0
InadditiontoScore3.0,indepthinferencesandapplicationsthatgobeyond
whatwastaught.
Score
3.5
InadditiontoScore3.0performance,indepthinferencesand
applicationswithpartialsuccess.
Score
3.0

Whileengagedintasksthataddressthetopicsoforiginsandpurposesof
government,thestudentwillbeableto:
describethephilosophicaloriginsoftheAmericanPoliticalsystem(e.g.,
describethebasicideasofJohnLockesnaturalrightsphilosophyforexample
Lockesbeliefthatdisagreementsaboutwhatthelawsofnaturewere
justifiedthecreationofalegitimategovernmentwiththerighttointerpret
andenforcelaw.TheU.S.Governmentislegitimatebecauseitderivesits
powerfromtheconsentofthegovernedandthereforehastherighttomake,
interpret,andenforcelaw);
describetheinfluencephilosophicalideashadonthepurposeofAmerican
GovernmentandonthecreationoftheU.S.Constitution(e.g.,determinethe
impactphilosophicalideashadonthedevelopmentofAmericanGovernment
andontheconstructionoftheConstitutionforexampleJohnLockes
philosophicalbeliefinnaturalrightssuchastherighttolife,liberty,and
propertyestablishedtheconceptofunalienablerights.TheU.S.Government
isbasedonnaturalrightsphilosophyanditspurposeistoprotectthenatural
rightsofitscitizens,naturalrightsphilosophersbelievethatinthestateof
naturenaturalrightsareinsecureandthatitisintheinterestofthe
individualstoagreewithotherstocreateagovernmentunderasocial
contract,TheU.S.Constitution);
Thestudentexhibitsnomajorerrorsoromissions.
Score
2.5
Nomajorerrorsoromissionsregardingthesimplerdetailsandprocess
andpartialknowledgeofthemorecomplexideasandprocesses.
Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 134
Score
2.0

Therearenomajorerrorsoromissionsregardingthesimplerdetailsand
processesasthestudent:
recognizesorrecallsspecificterminologysuchas:
o Montesquieu,Rousseau,Locke,Hobbes,Framers,Federalist,Anti
Federalist,naturalrights,socialcontract,civicvirtue,classical
republicanism,classicalliberalism,EnglishBillofRights,MagnaCarta,
commongood.
performsbasicprocessessuchasrecognizingorrecallingaccurate
informationabout:
o theoriginsoftheAmericanPoliticalsystem
o thepurposeofAmericanGovernment
o thereasonsforcreatingTheU.S.Constitution
However,thestudentexhibitsmajorerrorsoromissionsregardingthemore
complexideasandprocesses.
Score
1.5
Partialknowledgeofthesimplerdetailsandprocessesbutmajorerrors
oromissionsregardingthemorecomplexideasandprocedures.
Score
1.0
Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocesses
andsomeofthemorecomplexideasandprocesses.
Score
0.5
Withhelp,apartialunderstandingofsomeofthesimplerdetailsand
processesbutnotthemorecomplexideasandprocesses.
Score
0.0
Evenwithhelp,nounderstandingorskilldemonstrated.


Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 135
Topic:TheBillofRights
Grade911Government
Score4.0 InadditiontoScore3.0,indepthinferencesandapplicationsthatgobeyond
whatwastaught.
Score
3.5
InadditiontoScore3.0performance,indepthinferencesand
applicationswithpartialsuccess.
Score3.0

WhileengagedintasksthataddressthetopicoftheBillofRightsthestudent
willbeableto:
describethecomponentsoftheFirstAmendmentandtheinfluenceofFirst
AmendmentRightsontheU.S.politicalprocess(e.g.,describeAmerican
politicalrightssuchasfreedomofreligion,speech,press,assembly,theright
topetitionanddescribetheimpactsitcanhaveonpublicpolicyforexample
therighttofreedomofspeechcanbeusedtocriticizethegovernment
withoutfearofpunishmentbythegovernment,thiscanaffectelected
officialsatalllevelsofgovernmentbyurgingpublicpolicychanges);
describethecomponentsoftheFourth,Fifth,SixthandEighthAmendments
andtheirimportanceinprotectingtherightsoftheaccusedtofairandlegal
treatment(e.g.;describehowtheFourth,Fifth,Sixth,andEighth
AmendmentsprotecttherightsoftheaccusedforexampletheFifth
Amendmentstatesthatnoonemaybedeniedlife,libertyorpropertywithout
dueprocessoflaw.Dueprocessmeansthatthegovernmentmustfollow
establishedlegalprocedureswhenexecutingthelaw,thisensuresreasonable
lawsandjusticeforall);
Thestudentexhibitsnomajorerrorsoromissions.
Score
2.5
Nomajorerrorsoromissionsregardingthesimplerdetailsand
processandpartialknowledgeofthemorecomplexideasand
processes.
Score2.0

Therearenomajorerrorsoromissionsregardingthesimplerdetailsand
processesasthestudent:
recognizesorrecallsspecificterminologysuchas:
o BillofRights,amendments110,civilliberties,civilrights,petition,
symbolicspeech,assembly,libel,slander,searchwarrant,indictment,
grandjury,doublejeopardy,dueprocess,eminentdomain,citizen,
establishmentclause,freeexerciseclause,Tinkerv.DesMoines.

Marzano Research Laboratory 2010. Marzanoresearch.com


Do not duplicate. 136
performsbasicprocessessuchasrecognizingorrecallingaccurate
informationabout:
o theFirstAmendmentanditsinfluenceontheU.S.politicalprocess
o theFourth,Fifth,Sixth,andEighthAmendmentsandtheir
importancetotheprotectionoftherightsoftheaccusedtofairlegal
treatment
However,thestudentexhibitsmajorerrorsoromissionsregardingthemore
complexideasandprocesses.
Score
1.5
Partialknowledgeofthesimplerdetailsandprocessesbutmajor
errorsoromissionsregardingthemorecomplexideasand
procedures.
Score1.0 Withhelp,apartialunderstandingof someofthesimplerdetailsandprocesses
andsomeofthemorecomplexideasandprocesses.
Score
0.5
Withhelp,apartialunderstandingofsomeofthesimplerdetailsand
processesbutnotthemorecomplexideasandprocesses.
Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.

Topic:TheCivilRightsMovement
Grade911UnitedStatesHistory
Score
4.0
InadditiontoScore3.0,indepthinferencesandapplicationsthatgobeyondwhatwas
taught.
Score
3.5
InadditiontoScore3.0performance,indepthinferencesandapplicationswith
partialsuccess.
Score
3.0

Whileengagedintasksthataddressthetopic ofTheCivilRightsMovement,the
studentwillbeableto:
describewhyvariousgroupsofAmericansstruggledforcivilrightsandthemeans
usedbyvariousgroupstoachievetheirrights(e.g.;describehowlegalized
segregationdeprivedAfricanAmericansoftheirrightsascitizensanddescribethe
strategiesusedtoensuretheirrightswereprotectedforexamplesegregated
schoolsensuredthatwhitestudentsreceivedaneducationfundedattentimesthe
levelofAfricanAmericans,bussestransportedWhiteandBlackAmericans,butforced
AfricanAmericanstositinthebackandexitfromtheback,andpublicfacilities
refusedtoaccommodateAfricanAmericanconsumers.AfricanAmericansandthe
Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 137
NAACPchallengedsegregationwithalegalstrategythatchallengedcasesof
segregationintheSupremeCourt,buscompanieswereboycotted,leadersorganized
protests,sitins,andmarchesthatledtotheenactmentoftheVotingRightsActof
1965andCivilRightsActof1968)
describetheresultsofthevariouscivilrightsmovements(e.g.;describetheresultsof
theLatino,NativeAmerican,andWomensstruggletosecurecivilrights,seeksocial
justice,economicopportunity,respectforcultureandgenderforexamplethe
growingLatinopopulationexperiencedethnicprejudiceanddiscriminationinjobs
andhousing.Theirstruggledyieldedbetterworkingconditionsthroughunionization,
programsinspiringculturalpridewereimplemented,andpoliticalpowerincreased
withtheorganizationofLatinointerests)
Thestudentexhibitsnomajorerrorsoromissions.
Score
2.5
Nomajorerrorsoromissionsregardingthesimplerdetailsandprocessand
partialknowledgeofthemorecomplexideasandprocesses.
Score
2.0

Therearenomajorerrorsoromissionsregardingthesimplerdetailsandprocessesas
thestudent:
recognizesorrecallsspecificterminologysuchas:
o ThurgoodMarshall,BrownV.BoardofEducationofTopeka,Kansas(1954),
RosaParks,MartinLutherKingJr.,SouthernChristianLeadership
Conference(SCLC),StudentNonviolentCoordinatingCommittee(SNCC),sit
in,FreedomSummer(1964),CivilRightsAct(1964),VotingRightsAct
(1965),civildisobedience,MontgomeryBusBoycott,MalcolmX,Nationof
Islam,BlackPower,BlackPanthers,CivilRightsAct(1968),Affirmative
Action,Chicano,CesarChavez,Boycott,ZootSuitRiots,LaRaza,Rudolfo
CorkyGonzales,AmericanIndianMovement(AIM),WoundedKnee
(1972),BettyFriedan,feminism,NationalOrganizationforWomen(NOW),
EqualRightsAmendment(ERA),Roev.Wade.
performsbasicprocessessuchasrecognizingorrecallingaccurateinformation
about:
o thereasonsvariousgroupsstruggledforcivilrights
o themeansusedbygroupstoachievetheirrights
o theresultsoftheCivilRightsMovement
o theimpactoftheCivilRightsMovementonothermovementsofthe1960s
and1970s
However,thestudentexhibitsmajorerrorsoromissionsregardingthemorecomplex
ideasandprocesses.
Score
1.5
Partialknowledgeofthesimplerdetailsandprocessesbutmajorerrorsor
omissionsregardingthemorecomplexideasandprocedures.
Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 138
Score
1.0
Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocessesand
someofthemorecomplexideasandprocesses.
Score
0.5
Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocesses
butnotthemorecomplexideasandprocesses.
Score
0.0
Evenwithhelp,nounderstandingorskilldemonstrated.

Topic:TheGreatDepression&NewDeal
Grade911UnitedStatesHistory
Score
4.0
InadditiontoScore3.0,indepthinferencesandapplicationsthatgobeyondwhatwas
taught.
Score
3.5
InadditiontoScore3.0performance,indepthinferencesandapplicationswith
partialsuccess.
Score
3.0

WhileengagedintasksthataddressthetopicsofTheGreatDepression,thestudent
willbeableto:
describethecausesandeffectsoftheGreatDepressiononthelivesofAmericans
(e.g.;describetheeconomictroublesthatledtothestockmarketcrashof1929and
tothecollapseoffinancialinstitutionsanddescribetheirimpactonthelives,families,
andpsychesofAmericansforexamplebasicindustriesbarelymadeaprofit,demand
foragriculturalproductsdecreasedallwhilespeculativepracticessuchasbuying
stocksonmargincontinuedtoinflatethevalueofacompanysholdings.Whenprices
peakedandthenfell,panickedinvestorsunloadedtheirshares,bankinvestments
werelostanddepositorslosttheirsavings.Financialhardshipensuedwiththelossof
jobs,homes,andthewilltosurvive);
describehowthegovernmentrespondedtothechallengeoftheGreatDepression
(e.g.;describetheresponsestotheGreatDepressionundertheHoover
administrationandundertheNewDealPoliciesoftheRooseveltadministrationfor
exampleHooverscautiousapproachoffacilitatingcooperationbetweencompeting
economicinterestswithoutdirectgovernmentreliefyieldedfewresultsleadingto
democraticelectionvictoriesin1930&1932.Withanewadministrationanew
coursewassettoremedytheDepressionbyfocusingonrelieffortheneedy,
economicrecovery,andfinancialreform.Governmentexpandeditsroleinthe
economybyregulatingandreorganizingthebankingsystem,providingrural
assistance,jobs,andcashpayments,throughdeficitspending);
Thestudentexhibitsnomajorerrorsoromissions.
Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 139
Score
2.5
Nomajorerrorsoromissionsregardingthesimplerdetailsandprocessand
partialknowledgeofthemorecomplexideasandprocesses.
Score
2.0

Therearenomajorerrorsoromissionsregardingthesimplerdetailsandprocessesas
thestudent:
recognizesorrecallsspecificterminologysuchas:
o credit,speculation,buyingonmargin,BlackTuesday,StockMarket(Crash),
GreatDepression,shantytown,soupkitchen,breadline,DustBowl,direct
relief,HerbertHoover,FranklinDelanoRoosevelt,NewDeal,Agricultural
AdjustmentAct(AAA),CivilianConservationCorps(CCC),deficitspending,
WorksProgressAdministration(WPA),WagnerAct,SocialSecurityAct,New
Deal,FederalDepositInsuranceCorporation(FDIC),SecuritiesExchange
Commission(SEC)
performsbasicprocessessuchasrecognizingandrecallingaccurateinformation
about:
o thecausesandeffectsoftheGreatDepression
o thegovernmentresponsetothechallengesoftheGreatDepression
However,thestudentexhibitsmajorerrorsoromissionsregardingthemorecomplex
ideasandprocesses.
Score
1.5
Partialknowledgeofthesimplerdetailsandprocessesbutmajorerrorsor
omissionsregardingthemorecomplexideasandprocedures.
Score
1.0
Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocessesand
someofthemorecomplexideasandprocesses.
Score
0.5
Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocesses
butnotthemorecomplexideasandprocesses.
Score
0.0
Evenwithhelp,nounderstandingorskilldemonstrated.

Marzano Research Laboratory 2010. Marzanoresearch.com


Do not duplicate. 140
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Do not duplicate. 141
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Marzano Research Laboratory 2010. Marzanoresearch.com
Do not duplicate. 142
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