using scales to evaluate learning targets

USING SCALES TO EVALUATE LEARNING TARGETSKylie Penner

WHAT MARZANO SAYS…LEARNING GOALS Create learning goals that are clear and

visible for the students to see. What will students know or be able to do? Bad examples:

Complete the exercises in the back of Chapter 3. Create a metaphor representing the food

pyramid. Good examples:

What are the defining characteristics of fables, fairy tales, and tall tales?

Be able to determine subject/verb agreement in simple, compound, and complete sentences.

WHAT MARZANO SAYS…SCALES Write a rubric or scale for each learning goal. Example of a Simplified Scale

Score 4.0 – In depth inferences and applications that go beyond what was taught.Score 3.0 – No major errors regarding information and processes that were explicitly taught.Score 2.0 – No major errors regarding simpler details, but major errors regarding more complex ideas.Score 1.0 – With help, can understand some of the simple details and some of the more complex ideas.Score 0.0 – Even with help, no understanding or skill is demonstrated.

MY SCALE…

MY SCALE (IN ENGLISH!)… How do I understand the information so far?

4.0 – I understand!3.0 – I understand.2.0 – I understand…1.0 – I understand?0.0 – I do not understand!

My goal was to create a scale that did not overwhelm them.

WHAT WORKS FOR ME…. Created an general evaluation scale specifically for

my needs (Spanish 1) Utilized two or three days before a quiz or test Students rate themselves from 0-4 on how well

they feel they understand the material as a whole Each student writes down a topic on a sticky note

that they feel they need to work on more before the assessment (vocab, verbs, prepositions, etc…)

Place their sticky note on that sign on the wall Topics and ratings are evaluated and are used to

help create/plan activities that address troublesome spots

RESULTS (COMPLETED BEFORE CH. TEST) Ratings

Troublesome Topics

Score 4 Score 3 Score 2 Score 1 Score 0Per. 3 2 14 3 - -Per. 4 2 13 2 - -Per. 8 - 14 7 - -

Vocab 28Tener 4Possessive Adjectives

19

Conjugations 4Ir + a + infinitive 2

MY SUGGESTIONS… Create a scale that works for you! My general scale helps me prepare them for

assessments (not necessarily specified for every learning goal we do in class).

In my case… They can choose for their sticky note to have

their name on it or be anonymous. I tell them to be honest! What they write down

as troublesome topics is what I will try to focus on when we review in order to help them understand it better.

Rating themselves at a 1 or a 2 does not mean they are awful at Spanish. It just means they need help focusing on areas that are hard for them.

STUDENT ENGAGEMENTDan Beranek

WHAT DO I TYPICALLY DO TO NOTICE WHEN STUDENTS ARE NOT ENGAGED? The teacher scans the room making note of

when students are not engaged and takes overt action.

TEACHER EVIDENCE Teacher notices when specific students or

groups of students are not engaged. Teacher notices when the energy level in the

room is low. Teacher takes action to re-engage students

STUDENT EVIDENCE Students appear aware of the fact that the

teacher is taking note of their level of engagement.

Students try to increase their level of engagement when prompted.

When asked, students explain that the teacher expects high levels of engagement.

HOW AM I DOING? Not Using (0) – I should use the strategy, but I

don’t. Beginning (1) – I use the strategy incorrectly or

with parts missing. Developing (2) – I scan the room, making not of

when students are not engage and take action, but do so in somewhat of a mechanistic way.

Applying (3) – I scan the room, making note of when students are not engaged and take action. I monitor the extent to which students re-engage.

Innovating (4) – I adapt and create new strategies for unique student needs and situations.

WAYS TO STIMULATE ENGAGEMENT: High energy Missing information The self-system Mild pressure Mild controversy and competition

ACTION STEPS Use games for academic content Inconsequential competition Manage questions and response rates Use physical movement Appropriate pacing Demonstrate intensity and enthusiasm Engage students in friendly controversy Provide students a chance to talk about

themselves Provide unusual information