Classroom Assessment and Grading
That Work
One Day Overview
Author: Robert J. Marzano
Presenter:B. McGarvey
Marzano Research [email protected]
January, 2009
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 1
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Classroom Assessment & Grading
From Research to Practice2Resources
Designing
& AssessingEducationalObjectives
Applying the New Taxonomy
Robert J. MarzanoJohn S. Kendall
Nature of Knowledge& Learning
Assessment & Grading
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1. If changes in classroom formative assessment and grading are going to work and be sustained, all aspects of the system of curriculum, instruction, and assessment must work together.
2. The flaws in the present system are significant and they profoundly influence students.
3. There is a compelling body of research, as well as massive anecdotal evidence, that support changing formative assessment & grading practices to significantly enhance students’ learning.
4. It is possible, and feasible, to gradually change our classroom formative assessment and grading practices.
LEARNING GOALS: “Understandings”Participants will increase understanding of the following:
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6. To track student learning on academic topics
LEARNING GOALS: “Skills”
Participants will increase their ability:
7. To provide students with a clear picture of their progress on specific learning goals and how they might improve
5. To identify academic topics
8. To use a grading scale that provides consistent feedback and encourages students to improve.
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I. INTRODUCTION:
► Welcome - Outcomes ‘n Agenda ► Prime-the-Pump!
II. CREATING DISEQUILIBRIUM!
► Flaws in the Current System► The Research on Feedback► Accountability in Education
WhyChange?
II. TRACKING STUDENT PROGRESS
► About Learning Goals► Charting Progress► Separating out Academic and Non-Academic Feedback
WhatChanges?
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III. UNPACKING the STANDARDS (A new format!!)
► Measurement Topics
- In a Scoring Scale Format- From Points & Percentages to Rubrics
THIS ALL ORGANIZES THE CURRICULUMIN A SCORING SCALE FORMAT….
clear and useful!
WhatChanges?
☺
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 2
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IV. GRADING PRACTICES…..Formative Feedback► Assigning Topic Grades
► Assigning Final Grades for Academic Topics and Non-Academic Factors
► About Averaging….About Zeroes!
► Reporting OutProgress Reports….Report Cards…Transcripts
► Policy Work
WhatChanges?
V. CLOSING:
► Reflecting on the Days
- Insights - Questions - Next Steps8
WhyDo We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback system:
2. The Research on Effective Feedback
3. Accountability in Education10
FLAWS IN THE CURRENT
SYSTEM
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“GRADES” – From the Students’ Point of View
MIDDLE SCHOOL GIRL: I’d like the report cards to be, like, so if you let’s say out of the 9 weeks that we were doing it before we get our report card; we’re working on this one certain thing in math and we get let’s say a “D” and then we get a “C” a “B” and an “A”. And then on the report card, I think we should get our best grade.
HIGH SCHOOL GIRL: I have photography class and I have taken it for three years and I took it again. And I have an “A+” in that class and I know nothing. I have never done anything. I don’t show him any work. He gave me an “A”. We just talk all the time and I don’t think it is fair ‘cause other kids, like, do stuff and they don’t get a good grade or anything and I feel bad. Then I have an English class where I turn in all my work and I don’t have a good grade at all. And she just, like, – it goes on favorites with her. If you’re her favorite, she’ll give you an “A”. If you’re not, she won’t pass you or whatever.
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PARENT: Recently we got a letter from the results of the “turnover testing” that the kids have to take. And it said that they were congratulating my husband and I on my son being the third smartest or most intelligent child in his age group for the nation. And yet when I look at my son’s report card he’s an average - there are average grades – C’s a few B’s
HIGH SCHOOL BOY: Say a math teacher teaches you just how to do a problem, then he’ll give you a homework set with those problems on ‘em. You have to, like, go home and do it and then the next day he comes and grades you. And you just have one night to listen, and maybe you didn’t understand it, or you need more help, and there wasn’t enough class time. And you try to go home and do the problem; you can’t, and then, the next day have to turn it in and they grade it and they count you off ‘cause you didn’t know how to do it or you are just practicing and but then you may start to get it later on, but then, you got a bad grade on it the first time you did it and maybe now you got a good grade but it still lowers it down because the first time you may not have known what you were doing
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 3
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MIDDLE SCHOOL GIRL: Well, when I get a “D” on my report card, sometimes I get scared ‘cause it’s, like, well, what am I going to do. What is it that I am doing wrong. And then Itry to figure out what I am doing wrong so I can improve on it.
ELEMENTARY BOY: I think it would be good if they gave us two grades because we want to know if we’re smart in class and we want to know if we’re doing good in class.
HIGH SCHOOL BOY: I think that the teachers should spend more time on one lab instead of trying to move so fast. I thinkbasically their goal is not to teach sometimes their goal is to just get the book or get whatever you are going through done. (Interviewer: What do you wish they would do different?) Slow down! And, like, make sure each kid knows what they’re doing. And like, put more into the class or just put more into each student than into one big class.
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HIGH SCHOOL GIRL: I don’t think my report card grades were fair at all because I had to miss some school for a family problem and I would still get in all the work and stuff and they didn’t…they wouldn’t…they’d give me, like, a really bad grade and I would show them and tell them what was going on and they didn’t seem to, like, give any affection to whatever, you are like any other student and you can just turn it in and it doesn’t matter what is happening.
ELEMENTARY BOY: In art, where I’d be trying my best, and she was just giving me C’s and D minuses and stuff. And, I didn’t know what she wanted me to do ‘cause I was just trying as hard as I could. Then, the last semester, she gave me one C and two B’s.
ELEMENTARY GIRL: It depends on our attitude and our behavior. So, they write down what they think of us. It isn’t, like, they just that they write down what they are supposed to. I think it is good that we fail because we are talking because we know they said be quiet and don’t talk.
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PARENT: I think grades are very detrimental to the children. I have kids that are, that school is very easy to and I have children that are in the learning handicap program. I think the commentsare very essential on the report cards, but, I think, the grades are very opinionated. I have had some kids come home from school, do no homework at all, and get an A in the class and the same, and then another child in the same class, struggle, struggle, and struggle, work and work and work and do poorly in the class because of personality conflicts.
HIGH SCHOOL GIRL: A lot of times they, like, rush so hard, like, teach you so many things. That, like, it just blows by, like math and stuff. I learned Algebra and Geometry and I have no idea how to do it now. It’s…I learned it back then and got a good grade. But, it’s…they try to put too much in and teach you too much, like, just to get it done for their curriculum or whatever their reasoning is.
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(that you see!)
in the Current Grading System
…and so…..What’s the Fix??
Activity
List the Flaws
The definition of Gradingin Standards-Based Education
Grades are FEEDBACKto the Learner on the degree to which he/she has the knowledge in standards (benchmarks, indicators, learning goals…etc) at a particular point in time.
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THE THREE
PARADIGM SHIFTS FOR GRADINGIN A STANDARDS-BASED EDUCATIONAL SYSTEM
1. Our purpose is to develop talent – not to sort and select talent.
2. Grades as a feedback system vs a rewards/punishment system
3. Mass customization of education vs mass production of education
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 4
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WhyDo We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback system:
2. The Research on Effective Feedback
3. Accountability in Education
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THE RESEARCH ON
FEEDBACK
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John Hattie
(reviewed 7,827 studies on learning and instruction)
Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.
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9. Home Atmosphere
10. Learned Intelligence and
Prior Knowledge
11. Motivation & Interest
Student
6. Instruction
7. Classroom Management
8. Curriculum Design
Teacher
1. Guaranteed and Viable Curriculum
2. Clear Goals and Effective Feedback
3. Parent & Community Involvement
4. Safe & Orderly Climate
5. Staff Collegiality & Professionalism
School
WHAT WORKS IN SCHOOLSFactors That Influence LEARNING
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Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
Instructional Strategies That InfluenceLEARNING
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 5
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1. Feedback should be “corrective” in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own feedback.
Generalizations from the Research on “Providing Feedback”
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%ile
impr
ovem
ent i
ncre
ase
0
20
80
100
40
60
Starting percentile50th
Starting percentile50th
Teacher assessment effectiveness
StudentAchievement
Increase of 34%ileto 84%ile 13%ile increase
to 63%ile
Impact of improving……………….
classroom assessment effectiveness
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%ile
impr
ovem
ent i
ncre
ase
0
20
80
100
40
60
Starting percentile50th
Starting percentile50th
Teacher assessment effectiveness
StudentAchievement
28%ile increaseto 78%ile
Increase to 99th
percentile
Impact of improving……………….
classroom assessment effectiveness
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Like most things in education, classroom assessment enhances student achievement under certain conditions only (Marzano)
# 1. Feedback from classroom assessments should provide students
with a clear picture of: - their progress on learning goals, and
- how they might improve
# 2. Feedback from classroom assessment should encourage
students to improve.
# 3. Classroom assessment should be formative in nature.
# 4. Formative classroom assessments should be quite frequent.
The Conditions (hmm – criteria):
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Feedback from classroom assessments should
provide students with a clear picture of:
- their progress on learning goals, and
- how they might improve
Condition # 1
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# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood
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9 Explain 20
4 Student reassessed until correct
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Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
Which Assessment/Feedback works Best?
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 6
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# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
89 Displaying results graphically
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49 Evaluation by rule[uniform way of interpreting
results of classroom assessments using a tight
logic)
3249 Evaluationby Rule
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Fuchs & Fuchs 1988
Uniform way of interpreting results of classroom assessments using a tight logic
Which Assessment/Feedback works Best?
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Failure avoidant
Feels controlled by external
forces
Success oriented
Believes success results from
effort.
Feedback from classroom assessments should encourage students to improve.
Condition # 2
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FormativeFrequent
Condition # 3 Condition # 4
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Formative assessments are defined as any activity that can be used to “provide information to be used as feedback to modify the teaching and learning activities in which [students’] engage.”
(Black and William as quoted in Marzano)
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WhyDo We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback system:
2. The Research on Effective Feedback
3. Accountability in Education
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 7
37
ACCOUNTABILITYIN EDUCATION
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ComplexReasoningStandards
ExitOutcomes
ContentStandards
In our schools, students are:
with this contentknowledge
to practice getting better at theselife-long learning habits
doing these kindsof things
Unitsof
Study Effective CommunicatorCollaborative WorkerInvolved CitizenQuality ProducerComplex ThinkerKnowledgeable PersonSelf-directed Learner
What Do We Want Our Students to Know, Be Able To Do, and Be Like?
39
ComplexReasoningStandards
ContentStandards
Life-longLearningStandards
Evidence
Of
Student
Learning
© 1995, B. McGarvey, South Portland, Maine
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ComplexReasoningStandards
ContentStandards
Life-longLearningStandards
Evidence
Of
Student
Learning
© 1995, B. McGarvey, South Portland, Maine
Basic Literacy……………..In-depth Understanding
Sourcesof Evidence
(data)??
ASSESSING STUDENT LEARNING
DISTRICT ASSESSMENTS• Screenings• Standardized Tests• Performance
Assessments and Demonstrations
STATE ASSESSMENT• MEA
CLASSROOMASSESSMENTS• Products• Performances• Portfolio• Tests, Quizzes• Observations
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What ChangesDo We Need
to Make?42
A Gradual TransformationUse FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 8
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Use FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
GradingPolicies
ReportCard(etc)
A Gradual Transformation
The Changes!
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TRACKSTUDENT PROGRESS
on Learning Goals!
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Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take.
Marzano on:
Setting Specific Goals + Tracking Progress
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First….About Learning Goals
We did this yesterday!
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TRACKSTUDENT PROGRESS
on Learning Goals!
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Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 9
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4 I have everything described in level 3, AND I go beyond what was directly taught in class.
3 I have all the simple information, AND I have no major errors on the complex knowledge directly taught in class.
2 I have the simple, yet important information, BUT I have major errors on the more complex knowledge.
1 I make major mistakes. I just don’t understand it yet.
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a________________
b________________
c________________
d________________
Tracking My Own LearningStudent Name______________________ Date__________
Topic
____________________________________________________
____________________________________________________My score at beginning:_______________ My goal:_________ by ______________
100%
80%
60%
40%
20%
0
a b c d e f g h
e________________
f_________________
g________________
h________________
Pretest 2/12 (48%)
Quiz 2/19 (60%)
Quiz 2/15 (60%)
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Dat
e__9
/17_
Dat
e_9/
24_
Dat
e_10
/1_
Dat
e_10
/20_
Dat
e_10
/31_
Dat
e_11
/15_
Dat
e___
____
Dat
e___
___
4
3
2
1
My Progress in Writing Process—Content and Organization
Goal
Achievement
Effort
Behavior
APP6.2
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What are they learning? How well are they learning?
See fu
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Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 10
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WorldLiterature
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AP Calculus
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Economics
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Economics
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What are they learning? How well are they learning?
Student Name Johnny Doe Language Art Grade so far this quarter: CLANGUAGE ARTS LEARNING GOAL4-A Exceeds grade level standard 2-C Below grade level standard
3-B Meets grade level standard 1-D Significantly below grade level standard
0-F—Not enough worked complete to provide a score
WRITING (focus has been on persuasive writing)
1. Organizes ideas for writing 2+ (C+)
2. Edits for grammar and conventions 3- (B-)
3. Writing shows strong voice and word choice 3 (B)
READING (focus has been on short stories for fiction, biography for non-fiction)
1. Understands and uses what is read—fiction 4 (A)
2. Understands and uses what is read—non-fiction 3- (B-)
LITERATURE (focus has been on short stories)
1. Understands characteristics of major types of literature 2+ (C+)
2. Understands literary elements such as plot, character 2 (C)
ACCESSING AND USING INFORMATION
1. Understands characteristics of information resources Not graded this period
2. Finds, selects, organizes, and uses information Not graded this period
WORK HABITS4-A Consistently 2-C Inconsistently
3-B Generally 1-D Seldom
1. Gets work in on time 1 (D)
2. Follows directions 1 (D)
3. Participates in, and contributes to, class 3 (B)
4. Completes class assignments 3 (B)
5. Completes homework 1 (D)
6. Puts effort into work 2 (C)
Johnny Doe’s grade for Learning Goals -- 2.7-- (B-)
Work Habits -- 1.8-- (C-)
Overall 2.2 --(C)
Johnny has a list of assignments, the scores on each, and the missing work.
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Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 11
Continuously Monitor Student Progress
Tracking Progressand
Separate Academic & Non-Academic Factors
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
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Writing--Org Writing-Mech Rdg. Comp.Work
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Janie
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Writing--Org Writing-Mech Rdg. Comp.Work
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Writing
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Work On Time
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Colonization Conflicts in Hist. Writing Org.
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Work On Time
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Colonization Conflicts in Hist. Writing Org.
Colonization
Conflicts in
History
Writing Org.
Work on Tim
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Standard Topics
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Ecosystems. Adaptation Sci. Inquiry
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 12
Janie
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Josh
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Standard Topics
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Ecosystems. Adaptation Sci. Inquiry
Eco-systems
Adapta-tion
Science Inquiry
Work on Tim
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68
•Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.
•Construct a rubric, or other type of common scale, for each learning goal.
•Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)
•Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about studentprogress.
•Periodically aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved.
Continuous Monitoring of Student Achievement
69
WHEN students learn something is more important than whether they learn it well.
WHETHER students LEARNsomething WELL is more important than when they learn it. 70
Guaranteed & ViableCurriculum
SCHOOL (DISTRICT) FACTOR
71
The Importance of Standards
In the recounting of our nation’s drive toward educational reform, the last decade of [the 20th] century will undoubtedly be identified as a time when a concentrated press for national educational standards emerged.
Glaser and Linn (1993)72
Okay! We are going to say it:
……there is a problem with standards!
It’s the biggest elephant in the room for K-12 education……
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 13
73
Another title for this presentation could have been…
The Most Important Thing
Districts (a state?)
Can Do Right Now
to Help Classroom Teachers 74
The Problem with Standards:
Too much content
75
The
Guaranteed and Viable Curriculum
should identify
the essential knowledge
for the topics at each grade level
Does Yours??? 76
If you wanted to teach all of the standards in the national documents, you would have to change
schooling from K-12 to K-22 .
• 255 standards across 14 subject areas
• 3,500 benchmarks
• @ 5 hrs/benchmark….17,500 of class time is needed
• 13,000 hours of class time available
• 9,000 hours of instruction available
29% - 69%
77
What do we do?
Make Standards Useful(Marzano)
Making Standards Useful:
Unpack Standards
Identify MeasurementTopics
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 14
79
GOALS of unpacking the standards:
- to decrease the amount of content!- to identify measurement topics
Why “measurement topics?”80
Marzano:
“….articulating measurement topics makes it easier to develop formative classroom assessments. It also clearly delineates what teachers are to address from one grade level to the next.”
81
“Unpacking” is an opportunity:
1. to delete content that is not considered essential;
2. to delete content that is not amendable to classroom assessment;
3. to combine content that is highly related.
82
TOPIC TOPIC TOPIC
CONTENT STANDARD
• Benchmark
• Benchmark
• Benchmark
• Benchmark
Reporting Students’ Progress
Too broad for feedback
Too many, not feasible
83
TOPIC TOPIC TOPIC
CONTENT STANDARD LIFE SKILLS
TOPIC TOPIC
Measurement topics need to include life skills (e.g., participation, work completion, behavior, working in groups).
Reporting Students’ Progress
84
Measurement Topics
(Examples)
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 15
85
STANDARD: Reading
– Reading for Main Idea
– Word Recognition and Vocabulary
– Literary Analysis
– Genre
Sample Language Arts Reporting Topics
STANDARD: Writing
– Research and Information Organization
– Drafting and Revising
– Format
– Audience and Purpose
– Word Processing
86
STANDARD: Language
– Spelling– Language
Mechanics– Language
Conventions
Sample Language Arts Reporting Topics
STANDARD:
Speaking and Listening
– Oral Comprehension
– Analysis and Evaluation of Oral Media
– Speaking Applications
87
STANDARD: Numbers and Operations
– Number Sense and Number Systems
– Basic Addition and Subtraction
– Basic Multiplication and Division
– Operations, Computation, and Estimation
Sample Mathematics Reporting Topics
STANDARD: Geometry
– Lines, Angles, and Geometric Objects
– Transformations, Congruency, and Similarity
88
STANDARD:
Measurement
– Measurement Systems
– Perimeter, Area, and Volume
Mathematics Reporting TopicsSample Mathematics Reporting Topics
STANDARD:
Algebra
– Basic Patterns
– Functions and Equations
– Algebraic Representations and Mathematical Models
STANDARD:
Data Analysis
& Probability
– Data Organization and Interpretation
– Probability
89
Sample Science Reporting Topics
STANDARD:
Earth & Space Science
– Atmospheric Processes and the Water Cycle
– Composition and Structure of the Earth
– Composition and Structure of the Universe and the Earth’s Place in It
STANDARD:
Life Sciences
– Principles of Heredity and Related Concepts
– Structure and Function of Cells and Organisms
– Relationships Among Organisms and Their Physical Environment
– Biological Evolution and Diversity of Life
90
STANDARD: Physical Sciences
– Structure and Properties of Matter
– Sources and Properties of Energy
– Forces and Motion
Sample Science Reporting Topics
STANDARD: Nature of Science
– Nature of Scientific Inquiry
– Scientific Enterprise
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 16
91
STANDARD: Citizenship, Government
& Democracy
– Rights, Responsibilities, and Participation in the Political Process
– The U.S. and State Constitutions
– The Civil and Criminal Legal Systems
Sample Social Studies Reporting Topics
STANDARD: Culture &
Cultural Diversity
– The Nature and Influence of Culture
92
Sample Social Studies Reporting Topics
STANDARD:
Economics
– The Nature and Function of Economic Systems
– Economics Throughout the World
– Personal Economics
STANDARD:
History
– Significant Individuals and Events
– Current Events and the Modern World
STANDARD:
Geography
– Spatial Thinking the Use of Charts, Maps, and Graphs
93
STANDARD: Creative
Expression
– Elements of Music
(Mechanics)– Emotional
Impact
Sample Music Reporting Topics
STANDARD: Health
Cultural Heritage
– Music of Cultures
– Music in History
STANDARD: Criticism & Aesthetics
– Quality of Musical Works
– Personal Preferences
94
STANDARD: Creative
Expression
– Elements and Principles of Design
– Techniques & Methods
– Relationships Among Art Forms
– Personal & Professional Benefits
Sample Art Reporting Topics
STANDARD:
Health
Cultural
Heritage
– Art History
– Art in Cultures
STANDARD: Criticism & Aesthetics
– Characteristics & Merits of Art
– Personal Preferences
95
STANDARD: Person-to-Person Communication
– Informal Communication Strategies
– Formal Communication Strategies
–
Sample Foreign Language Reporting Topics
STANDARD: Reading,
Listening, Viewing
– Comprehension
96
STANDARD: Oral & Written
Presentations
–Comprehensibility
Sample Foreign Language Reporting Topics
STANDARD: Workings
of Language
– Language Control
– Vocabulary
STANDARD: Cultural
Practices, Products,
Perspectives
– Cultural Practices & Perspectives
– Cultural Connections
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 17
97
STANDARD: Health Promotion & Disease Prevention
– Components of Health– Health Problems– Influences on Health
Sample Health Reporting Topics
STANDARD: Health Information, Services & Products
– Identifying Resources– Evaluating Resources
– Accessing Resources
98
STANDARD: Risk Reduction
– Safety– Coping Strategies
Sample Health Reporting Topics
STANDARD: Communication
Skills
– Listening Strategies
– Self-Expression Strategies
– Conflict Resolution Strategies
STANDARD: Wellness Planning
– Self-Assessment
– Decision-Making
– Goal-Setting
99
STANDARD:
Life Skills
– Participation
– Work Completion
– Behavior
– Working in Groups
Sample Life Skills Reporting Topics
100
MEASUREMENT TOPICS IN SCORING
SCALE FORMAT
(Make Them Useful!)
SIMPLE (but important) KNOWLEDGE
COMPLEX KNOWLEDGE
101
Your Topic of Study _________________
List the knowledge that you want students to get as a result of the activities in this unit of study.
102
Your Topic of Study _________________
COMPLEX Knowledge
for this topic
SIMPLE,
but Important Knowledge
for this topic
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 18
103
TOPIC of study for a particular grade
Complex Knowledge
for this topic
Simple, but Important
Knowledge
for this topic
Knows:
Terms and Details
Understands:
Organizing Ideas (generalizations, concepts, principles)
104
TOPIC: American Civil War
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
An understanding of:- Civil wars can be the cruelest wars because every
victory may also be a self-inflicted wound.- Civil wars can leave scars that influence all
aspects of the society (political, social/cultural, economic).
• Recognize and recall basic terms such as:Civil War, Emancipation Proclamation, Robert E. Lee, Ulysses S. Grant; union, rebels, Gettysburg
• Recognize/recall isolated details such as:- The American Civil War was fought from 1861…
- The major causes were…
Grade 8
105
TOPIC: Atmospheric Processes & Water Cycle
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
An understanding of:- How the water cycle processes (condensation, precipitation,
surface run-off, percolation, evaporation) impact climate changes
- The effects of temperature & pressure in different layers of Earth’s atmosphere
• Recognize and recall basic terms such as:climactic patterns, atmospheric layers, stratosphere, troposphere
• Recognize/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
earth’s atmosphere
Gr. 8
106
TOPIC of study for a particular grade
Complex Knowledge
for this topic
Simple, but Important
Knowledge
for this topic
Knows:
Terms and Details (related to the skills & processes)
Is able to:
Skills and Processes (psychomotor and mental)
107
TOPIC: Accessing Information
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
Is skilled at:- Searching Internet using keywords in a Google search—
focus on narrowing search
• Recognize and recall basic terms such as:Internet, Google, keywords, search
Grade 8
108
TOPIC: Map Reading
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
Is be skilled at:- Reading and interpreting symbols
• Recognize and recall basic terms such as:topographical map, map legend or map key, symbols…..
Grade 5
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 19
109
TOPIC: Work Completion
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
Is be skilled at:- Handing in assignments that meet format requirements- Developing and implementing basic time-management
plans for assignments- Completing assignments on time and providing acceptable
explanations when assignments are not handed in on time.
• Recognize and recall basic details such as:
- Knows the format requirements for assignments- Knows the elements of basic time-management plans- Knows deadlines for assignments
Grades 6 - 8
110
MARZANO’SGENERIC SCALE
111
4
3
2
1
0
A generic scalefor measurement topics
The student’s responses demonstrate no major errors or omissions regarding any of the
complex information and/or processes
THAT WEREEXPLICITY TAUGHT
3
112
4
3The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2
1
0
The student’s 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 THAT WERE EXPLICITLY TAUGHT
A generic scalefor measurement topics
2
113
4
3The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2The student’s 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
0
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
A generic scalefor measurement topics
1114
4
3
2
1The 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
A generic scalefor measurement topics
0
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 20
115
4
3The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2The student’s 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
0
In addition to exhibiting level 3 performance, the student’s
responses demonstrate in-depth inferences and applications that go beyond what was taught in class
A generic scalefor measurement topics
4
116
Even with help, no understanding or skill demonstrated.
With help, a partial knowledge of some of the simpler and complex details and processes
No major errors or omissions regarding the SIMPLERdetails and processes that were explicitly taught, BUT major errors or omissions regarding the more COMPLEX ideas and processes
No major errors or omissions regarding any of the information and/or processes (SIMPLER OR COMPLEX) that were explicitly taught
In addition to exhibiting level 3 performance, in-depth inferences and applications in situations that GO BEYOND what was taught in class.
0
1
2
3
4
Generic SCALE for Measurement Topics
117
Patterns of Responses
• Student answers Level 2 items correctly,but not Level 3 and Level 4 items.
• Student answers Level 2 and Level 3 items correctly, but not Level 4 items.
• Student misses all items,but with help can answer some correctly.
• Students misses all items even when helped.
Score
2
3
1
0 118
The complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5)
Building the Complete Scale
119
.5 With help, a partial knowledge of some of the simpler details and processes but not of 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.
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.
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.
Even with help, no understanding or skill demonstrated.0
With help, a partial knowledge of some of the simpler and complex details and processes.
1
No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more COMPLEX ideas and processes
2
No major errors or omissions regarding any of the information and/or processes (SIMPLER OR COMPLEX) that were explicitly taught
3
In addition to exhibiting level 3 performance, in-depth inferences and applications in situations that GO BEYOND what was taught in class.
4
SCALE Format for Measurement Topics
See fu
ll siz
ed pa
ge at t
he en
d of y
our p
acket.
120
• You then create assessment items for:
Level 2 Important but Simpler,
Level 3 Important and relatively Complex, AND
Level 4 Use of Knowledge in Novel Situations
Item Response Theory
“A Scale That Measures Learning Over Time”
• For each topic, you identify the knowledge for:
Level 3 Important and relatively Complex
Level 2 Important but Simpler
This means that……..
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 21
121
•Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.
•Construct a rubric, or other type of common scale, for each learning goal.
•Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)
•Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about studentprogress.
•Periodically aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved.
Continuous Monitoring of Student Achievement
AND, Adjusting Learning (Instruction)122
and
Adjust Learning Experiences Accordingly
• Grouping and regrouping within the classroom and systemically
• Support Classes– double dipping
• Take Responsibility – “ability to respond”
• “Re-teaching” blocks of time”
•????????????
Front-load the Interventions!
123
What ChangesDo We Need
to Make?124
A Gradual TransformationUse FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
125
Use FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
GradingPolicies
ReportCard(etc)
A Gradual Transformation
The Changes!
126
Use FORMATIVE FEEDBACKto monitor and encourage student learning
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 22
127
Like most things in education, classroom assessment enhances student achievement under certain conditionsonly (Marzano)
Remember!
128
The Conditions (hmm – criteria):
Feedback from classroom assessments should provide students with a clear picture of: - their progress on learning goals, - how they might improve
1.
Feedback from classroom assessment should encourage students to improve.
2.
Classroom assessment should be formative in nature.3.
Formative classroom assessments should be quite frequent.
4.
129
Feedback from classroom assessments should
provide students with a clear picture of:
- their progress on learning goals, and
- how they might improve
Condition # 1
130
Feedback from classroom assessments shouldprovide students with a clear picture of:
- their progress on learning goals, and- how they might improve
Establish Measurement Topics
(specific learning goals!)
Use a scoring scalewith tight logic
(“Evaluation by rule”)to provide formative feedback
to students
131
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood
16
9 Explain 20
4 Student reassessed until correct
20
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
Which Assessment/Feedback works Best?
132
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
89 Displaying results graphically
26
49 Evaluation by rule[uniform way of interpreting
results of classroom assessments using a tight
logic)
3249 Evaluationby Rule
32
Fuchs & Fuchs 1988
Uniform way of interpreting results of classroom assessments using a tight logic
Which Assessment/Feedback works Best?
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 23
133
• Establish Measurement Topics
Use Formative Assessment to Monitor
and Encourage Student Learning
•Monitor and Encourage Student Achievement through Classroom Formative Assessment for Each Measurement Topic
Item Response Theory vs. Points/percentages
The Change!134
In Search of the “True Score”True Score = Observed Score + Error
Item Response Theory vs. Points/percentages
Step 2: Use Formative Assessment to Monitor
and Encourage Student Learning
Remember?? Standard Error of Measure (SEM)
SAT SEM = 30
135
Total /100
+
+
A. Items 1-10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11-14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15-16
Two items that asks for application in novel situations–in situations that go beyondwhat was explicitly taught
Total for section
Total for section
Total for section136
Points/percentages
Item Response Theory
“A Scale That Measures Learning Over Time”
Step 2: Use Formative Assessment to Monitor
and Encourage Student Learning
•Monitor and Encourage Student Achievement through Classroom Formative Assessment for Each Measurement Topic
137
What ChangesDo We Need
to Make?138
A Gradual TransformationUse FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 24
139
Use FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
GradingPolicies
ReportCard(etc)
A Gradual Transformation
The Changes!
140
GRADING PRACTICES
(FormativeFeedback)
141
Making StandardsUsefulAssigning FINAL
SCORESfor TOPICS
142
Assessment
Assessment
Assessment
Assessment
Topic:
1. Average
4
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
143
Assessment
Assessment
Assessment
Assessment
Topic:
2. Weighted Average
5
X 2
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
144
Topic:
3. Assessment Event
Assignment/Assessment
Assignment/Assessment
Assignment/Assessment
Assignment/Assessment
X 0
X 0
X 0
X 0
Assessment Event
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 25
145
Assessment
Assessment
Assessment
Assessment
Topic:
4. Trend Score (Power Law)
146
Power Law
0102030405060708090
100
1 rep 10reps
20reps
100reps
1000reps
2000reps
3000reps
4000reps
learning
147
In Search of the “True Score”
Observed Score = True Score + Error
Remember? Standard Error of Measure (SEM)
SAT SEM = 30 148
Power Law
3
2.5
2
1.5
1
.5
0Pre-Test Score 2 Score 3 Score 4 Score 5 Score 6 Post-Test
Average Score = 1.64
Learning Trend = 2.21
.71
1.24
1.551.78
1.94
2.08
2.21
Mode = 1.5
1 1 1.5 1.5 1.52 3ObservedScore
149
2.0 3.0 2.01.5 2.0 1.02.0 2.0 1.53.0 2.5 2.02.5 3.0 2.03.0 2.0 2.53.0 3.0 3.02.5 2.5 3.03.0 3.0 3.53.0 3.0 3.0
Topic Scores for Three StudentsStudent 1 Student 2 Student 3
Average
Topi
c S
core
s
Trend Score150
Topic:
4. Trend Score (Power Law)
Assessment
Assessment
Assessment
Assessment
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 26
151
Assessment 2.5
Assessment 3.0
Topic:
5. Growing Preponderance of Evidence
Assessment 2.0
Assessment 3.0
Assessment 1.5
152
1.0
Student #1
1.5
2.02.5
3.0
3.5
3.5
7 assessments
153
2.5
Student #2
3.0
3 assessments
3.5
154
3.5
Student #3
4.0
2 assessments
155
Marzano:
“For any given student you use…as many or as few assessments as are needed to make a valid and reliable judgment.”
156
Topic:
5. Preponderance of Evidence
Assessment 2.5
Assessment 3.0
Assessment 2.0
Assessment 3.0
Assessment 1.5
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 27
157
Who decides which method is used to determine FINAL SCORES for TOPICS?
• Individual teachers?
• School policy?
• District policy?
Decision Time!
158
Making StandardsUsefulAssigning
FINAL Courseor Subject Grade
159
Making StandardsUseful
Two Approaches
Compensatoryapproach
Conjunctiveapproach
160
Making StandardsUseful
Assigning FINAL Course or Subject Grade
Compensatory Approach
Performance on one measurement topic can compensate for performance
on another.
161
“..…Isolated overall letter grades (or overall percentage scores or even average rubric scores) are extremely deficient because they cannot provide the level of detailed feedback necessary TO ENHANCE STUDENT LEARNING. This inherent weakness of overall or omnibus grades and scores has been recognized and discussed by a number of assessment experts.
—Marzano’s Classroom Assessment & Grading That Work
My emphasis here!
“….An overall grade is relatively meaningless from a measurement perspective. However, overall grades will probably be the norm in most schools for some time to come.”
16232.512n/aTOTALS
3.513.5Behavior
2.512.5Participation
2.512.5Work completion
2.012.0Patterns & functions
6.023.0Problem-solving
1.511.5Measurement
5.022.5Central tendency & dispersion
2.512.5Data analysis & distributions
7.023.5Probability
Quality
Points
WeightFinal
Topic Score
Measurement
Topic
The Weighted Average
32.5 divided by 12 = 2.71 (the student’s summary score)
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 28
163
3.00 - 4.00 = A
2.50 - 2.99 = B
2.00 - 2.49 = C
1.50 - 1.99 = D
Below 1.50 = F
Just an example!
Converting Scaled Scores to Letter Grades
164
3.00 - 4.00 = A
3.90 - 4.00……….1003.80 - 3.89………...993.70 - 3.79…………983.60 - 3.69………..973.50 - 3.59………..963.40 - 3.49…….….953.30 - 3.39…..…...943.20 - 3.29……..…933.10 - 3.19………...923.00 - 3.09……....91
Converting Scaled Scores to Letter Grades and Percentages
Just an example!
165
Making StandardsUseful
Assigning FINAL Course or Subject Grade
Conjunctive Approach
One score does not “pull up” another. Rather, overall grades are determined
by score patterns across the measurement topics.
166
One Example of a Conjunctive System
No topic score below 3.0
No topic score below 2.5
No topic score below 2.0
No topic score below 1.5
Some topic scores below 1.5
What are the pluses and minuses of this scenario?
A
B
C
D
F
Grade Score Pattern
167
Another Example of a Conjunctive System
Grade
A
B
C
D
F
No topic score below 2.5 and the majority 3.0 or above
No topic score below 2.0 and the majority 2.5 or above
No topic score below 1.5 and the majority 2.0 or above
No topic score below 1.0 and the majority 1.5 or above
Some topic scores below 1.0 or the majority not above 1.5
Score Pattern
What are the pluses and minuses of this scenario?
168
1. Which approach will you use to determine final course grades?
Compensatory approach?
Conjunctive approach?
2. Who decides this? Individual teachers? School policy? District policy?
Decision Time!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 29
169
Making StandardsUsefulAssigning FINAL SCORES
for ACADEMIC TOPICS andNON-ACADEMIC FACTORS
Academic Grade:
Topic:
Topic:
Topic:
Topic: Average or weighted average
Academic Grade:
Topic:
Topic:
Topic:
Topic:
Non-Academic Grade:
Investment:
Homework:
Academic Grade:
Topic:
Topic:
Topic:
Topic:
Non-Academic Grade:
Investment:
Homework:
Grade for Class/Subject
?????
173
Some teachers will want student performance on these factors averaged back into the overall grade for the subject or course; others will not.
Should this be a district or school decision or should each teacher decide?
Decision Time!
174
Some teachers will want to be able to take credit away from students or lower the grade for behavioral infractions.
Should this be a district or school decision or should each teacher decide?
Decision Time!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 30
175
Some teachers will want to be able to give zeroes for work not passed in.
Should this be a district or school decision or should each teacher decide?
Decision Time! Academic Grade:
Topic:
Topic:
Topic:
Topic:
NonAcad. Grade:
Investment:
Homework:
Grade for Class/Subject
?????
177
What ChangesDo We Need
to Make?178
A Gradual TransformationUse FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
179
Use FormativeAssessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
GradingPolicies
ReportCard(etc)
A Gradual Transformation
The Changes!
180
REPORT CARDS…..
(FormativeFeedback)
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 31
181Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
3.7
2.02.01.34.01.33.34.03.7
3.3
3.73.72.32.33.33.32.01.7
3.7
3.02.72.33.73.34.03.73.7
Investment
Ass
ign.
1 --
10/1
Ass
ign.
2 --
10/7
Ass
ign
3 10
/11
Ass
ign
4 –
10/2
0
Ass
ign
9 10
/25
Ass
ign.
5 --
10/1
Ass
ign.
6 --
10/8
Ass
ign
6710
/20
Ass
ign
8 –
10/2
1
Academic AssignmentsWork
completion
182Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
3.7
2.02.01.34.01.33.34.03.7
3.3
3.73.72.32.33.33.32.01.7
3.7
3.02.72.33.73.34.03.73.7
Homework
Ass
ign.
1 --
10/1
Ass
ign.
2 --
10/7
Ass
ign
3 10
/11
Ass
ign
4 –
10/2
0
Ass
ign
9 10
/25
Ass
ign.
5 --
10/1
Ass
ign.
6 --
10/8
Ass
ign
6710
/20
Ass
ign
8 –
10/2
1
Academic Assignments
183
See fu
ll siz
ed pa
ge at t
he en
d of y
our p
acket.
184
See fu
ll siz
ed pa
ge at t
he en
d of y
our p
acket.
185
Standards Based Gradebook with Non-Achievement Factors
See fu
ll siz
ed pa
ge at t
he en
d of y
our p
acket.
186
About Action Research with Bob
Marzano
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 32
187
Choose the assessment/grading strategy to study.
ACTION RESEARCH
Choose the unit of
instruction.
Design a pretest and posttest for that
unit.
Administer the
pretest.
Record the posttest scores (along with student demographic information).
Administerthe
posttest .
Submit all data to your
school leader.
ORDeliver the same unit
to two groups of students: during one, use the strategy;
during the other, do not use the strategy
If you teach the same course/subjectto two different classes….
Deliver two different units within the same subject area to the same students: during one, use the strategy; during the other, do not use the strategy
If you are aself-contained classroom…..
and….do your own reflection (journal?) during the whole process!!
188
Possible Focus for
ACTION RESEARCH in Assessment & Grading
- using the scoring scale format for giving students feedback
Study the effects of:
- separating out academic and non-academic feedback
- students charting their progress
- using a formative approach to feedback and final grades
Data due to M
ichael b
y February 9th
4I h
ave
ever
ythi
ng d
escr
ibed
in le
vel 3
, AN
D I
go b
eyon
d w
hat w
as d
irect
ly ta
ught
in c
lass
.
3I h
ave
all t
he si
mpl
e in
form
atio
n, A
ND
I ha
ve n
o m
ajor
er
rors
on
the
com
plex
kno
wle
dge
dire
ctly
taug
ht in
cla
ss.
2I h
ave
the
simpl
e, y
et im
port
ant i
nfor
mat
ion,
BU
T I h
ave
maj
or e
rror
s on
the
mor
e co
mpl
ex k
now
ledg
e.
1I m
ake
maj
or m
istak
es.
I jus
t don
’t un
ders
tand
it y
et.
Wha
t are
they
lear
ning
? H
ow w
ell a
re
they
lear
ning
?
Wor
ldLi
tera
ture
AP
Cal
culu
s
Econ
omic
s
Econ
omic
s
Wha
t are
they
lear
ning
? H
ow w
ell a
re
they
lear
ning
?
Stu
dent N
am
e J
ohnn
y D
oe
Language
Art
Gra
de s
o far
this
quart
er:
CL
AN
GU
AG
E A
RT
S L
EA
RN
IN
G G
OA
L4
-A E
xceed
s g
ra
de l
evel
sta
nd
ard
2-C
Belo
w g
rad
e l
evel
sta
nd
ard
3-B
Meets
grad
e l
evel
sta
nd
ard
1
-D S
ign
ific
antl
y b
elo
w g
rad
e l
evel
sta
nda
rd
0-F
—N
ot
eno
ug
h w
orked
co
mp
lete
to
pro
vid
e a
sco
re
WR
IT
IN
G (
focu
s h
as b
een
on
pers
uasiv
e w
rit
ing
)
1.
Org
an
izes i
deas f
or
wri
tin
g2+
(C
+)
2.
Ed
its f
or
gra
mm
ar
an
d c
on
ven
tio
ns
3-
(B-)
3.
Wri
tin
g s
ho
ws s
tro
ng v
oic
e a
nd
wo
rd c
ho
ice
3 (
B)
RE
AD
IN
G (
focu
s h
as b
een
on
sh
ort
sto
rie
s f
or f
icti
on
, b
iog
ra
ph
y f
or n
on
-fic
tio
n)
1.
Un
ders
tan
ds a
nd
uses w
hat
is r
ead
—fi
cti
on
4 (A
)
2.
Un
ders
tan
ds a
nd
uses w
hat
is r
ead
—n
on
-fic
tio
n3-
(B
-)
LIT
ER
AT
UR
E (
focu
s h
as b
een
on
sh
ort
sto
rie
s)
1.
Un
ders
tan
ds c
hara
cte
risti
cs o
f m
ajo
r ty
pes o
f li
tera
ture
2+
(C
+)
2.
Un
ders
tan
ds lit
era
ry e
lem
en
ts s
uch
as p
lot,
ch
ara
cte
r2 (
C)
AC
CE
SS
IN
G A
ND
US
IN
G I
NF
OR
MA
TIO
N
1.
Un
ders
tan
ds c
hara
cte
risti
cs o
f in
form
ati
on
reso
urc
es
No
t gra
ded
th
is p
erio
d
2.
Fin
ds, sele
cts
, o
rgan
izes, an
d u
ses in
form
ati
on
No
t gra
ded
th
is p
erio
d
WO
RK
HA
BIT
S4
-AC
on
siste
ntl
y2
-C In
co
nsis
tentl
y
3-B
Gen
era
lly
1-D
S
eld
om
1.
Gets
wo
rk i
n o
n t
ime
1 (
D)
2.
Fo
llo
ws d
irecti
on
s1 (
D)
3.
Part
icip
ate
s in
, an
d c
on
trib
ute
s t
o, cla
ss
3 (
B)
4.
Co
mp
lete
s c
lass a
ssig
nm
en
ts3 (
B)
5.
Co
mp
lete
s h
om
ew
ork
1 (
D)
6.
Pu
ts e
ffo
rt in
to w
ork
2 (
C)
Jo
hn
ny D
oe’s
gra
de
fo
rL
ea
rnin
g G
oals
--
2.7
--(B
-)
Wo
rk H
abits -
-1
.8--
(C-)
Ove
rall
2.2
--(
C)
Jo
hn
ny h
as a
lis
t o
f a
ssig
nm
en
ts,
the
sco
res o
n e
ach
, a
nd
the
mis
sin
g w
ork
.
Sta
ndar
ds B
ased
Gra
debo
ok w
ith N
on-A
chie
vem
ent F
acto
rs
.5W
ith h
elp,
a pa
rtia
l kno
wle
dge o
f som
e of t
he si
mpl
er d
etai
ls an
d pr
oces
ses b
ut n
ot o
f the
mor
e co
mpl
ex id
eas a
nd pr
oces
ses.
1.5
Part
ial k
now
ledg
e of t
he si
mpl
er d
etai
ls an
d pr
oces
ses,
but m
ajor
erro
rs o
r om
issio
ns
rega
rdin
g the
mor
e com
plex
idea
s and
proc
esse
s.
2.5
No
maj
or er
rors
or o
miss
ions
rega
rdin
g any
of t
he si
mpl
er in
form
atio
n an
d/or
proc
esse
s and
part
ial k
now
ledg
e of t
he m
ore c
ompl
ex in
form
atio
n an
d pr
oces
ses.
3.5
In
addi
tion
to ex
hibi
ting l
evel
3 pe
rfor
man
ce, p
artia
l suc
cess
at i
n-de
pth
infe
renc
es a
nd
appl
icat
ions
that
go b
eyon
d w
hat w
as ta
ught
in cl
ass.
Eve
n w
ith
help
, no
unde
rsta
ndin
g or
ski
ll de
mon
stra
ted.
0
Wit
h he
lp, a
par
tial
kno
wle
dge
of s
ome
of t
he s
impl
er a
nd c
ompl
ex d
etai
ls a
nd
proc
esse
s.1
No
maj
or e
rror
s or
om
issi
ons
rega
rdin
g th
e SI
MPL
ER
det
ails
and
pro
cess
es B
UT
m
ajor
err
ors
or o
mis
sion
s re
gard
ing
the
mor
e C
OM
PLE
X id
eas
and
proc
esse
s2
No
maj
or e
rror
s or
om
issi
ons
rega
rdin
g an
y of
the
info
rmat
ion
and/
or p
roce
sses
(S
IMPL
ER
OR
CO
MPL
EX
) th
at w
ere
expl
icit
ly t
augh
t3
In a
ddit
ion
to e
xhib
itin
g le
vel 3
per
form
ance
, in-
dept
h in
fere
nces
and
app
licat
ions
in
sit
uati
ons
that
GO
BE
YO
ND
wha
t was
taug
ht in
cla
ss.
4SCA
LE
For
mat
for
Mea
sure
men
t T
opic
s