The Scoring Guide

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					The Scoring Guide

   WRITING 2.0 & 3.0
         AND
  THE NEW TAXONOMY
  The Scoring Guide
                                                        Strand: Physical Science
                                         Measurement Topic: Structure and Properties of Matter (.08)
                                                              SC.06.08.01.01
                                      In addition to Score 3.0, in-depth inferences and applications that go beyond what was
Strand                    Score 4.0
                                      taught such as…                                                                                                   Measurement
Broad category of                           Investigating the properties of gravity
learning
                                                                                                                                                               Topic
                                      Score 3.5        In addition to Score 3.0 performance, in-depth inferences and applications with partial
                                                       success.
                                                                                                                                                    More specific category
                          Score 3.0   While engaged in tasks structure and properties of matter, the student...                                        of learning within
                                            Compares and contrasts mass and weight                                                                                 strand
D50 Performance                       The student exhibits no major errors or omissions.

Level                                 Score 2.5        No major errors or omissions regarding the simpler details and process and partial
                                                       knowledge of the more complex ideas and processes.
                          Score 2.0   While engaged in tasks structure and properties of matter, the student...
                                            Identifies that mass is determined by the amount of matter in an object                                          Score 3.0
                                      
Learning                              
                                             Identifies that weight is determined by the amount of gravitational pull on an object
                                             Relates specific terminology...                                                                          The content or skills
Targets                                        o      mass                                                                                              that are explicitly
                                               o      matter
The Score 3.0 bullet is                        o      weight                                                                                                       taught
designated the                                 o      volume
Learning Target. The                           o      density
                                      However, the student exhibits major errors or omissions regarding the more complex
LT defines                            ideas and processes.
proficiency.
                                      Score 1.5       Partial knowledge of the simpler details and processes but major errors or omissions
                                                      regarding the more complex ideas and procedures.                                                         Score 2.0
                                      With help, a partial understanding of some of the simpler details and processes and some of the more
                          Score 1.0
                                      complex ideas and processes.
                                                                                                                                                    Simpler or foundational
                                      Score 0.5       With help, a partial understanding of some of the simpler details and processes but not the       skills or knowledge
                                                      more complex ideas and processes.
                                                                                                                                                                   at a lower
                          Score 0.0   Even with help, no understanding or skill demonstrated.
                                                                                                                                                            taxonomic level
The Scale

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
Writing 3.0’s
Writing 3.0’s

   What is a 3.0?
       3.0’s represent all of content that is explicitly taught in
        class under a measurement topic

       This is what you expect a student to know and be able
        to do

       This represents the parts of the curriculum that are
        being assessed
General Guidelines for Writing 3.0’s

3.0 elements:
    Have a procedural or declarative focus
    Are unpacked – measure only one piece of knowledge or
     skill
    Are learning goals, not tasks
    Are measurable!
    Are limited to 4 Learning Targets per topic
      Each Learning Target will have a unique Scoring Guide

    Are specific!
    Are differentiated by grade level
    Learning Goals vs. Learning Tasks
   Score 3.0 Learning Targets are written in the form of learning
    goals, not learning tasks or activities
   Learning goals specify the content or skills that the student is
    expected to know or do
   Learning tasks or activities are the classroom activities that a
    student does in order to accomplish or be assessed on the
    learning goal.

                                  Examples
                Goal                               Task of activity
The student demonstrates knowledge of    The student creates a map showing the
the division of the country during the   states that formed the Confederacy and
Civil War                                those that stayed in the United States
Measurability

   3.0 Learning Targets must be measurable
   Measurable:
     Observable or Quantifiable

           Makes predictions about reading
             The teacher can observe a student doing this

           Performs 10 push-ups with proper form
             The teacher can count the number of pushup and observe

              proper form
       Not Measurable
           The student enjoys independent reading
Limit the number of 3.0 Learning Targets!

   Research suggest that there should be no more
    than 3-4 Learning Targets per topic

   Why? More than 3 or 4 become impossible to
    assess and assess well at the same time

   Teachers can only keep records of 3-4 things at any
    given time

    Note: A Scoring Guide will be developed for each Learning Target
    Specificity of Learning Targets
   Learning targets must be written so that a teacher, unfamiliar with the
    process and unfamiliar with the curriculum, can assess a student

   Avoid terms that can’t be easily defined or allow for subjective
    interpretation

   Terms can be defined within the learning target

   Examples can also be used to provide specificity

                                    Example
           Non-Specific                                Specific
Monitors own reading for               Employs self-monitoring strategies while
comprehension                          reading (e.g., predicting, confirming,
                                       rereading)
Differentiation of Learning Targets

   Learning targets should be written to show an increasing
    level of complexity as the grade level increases

   If the Learning Target remains the same through several
    grade levels, examples must be provided to differentiate at
    each level
The New Taxonomy
(Marzano and Kendall 2008)


   Level 6 – Self-System Thinking

   Level 5 – Metacognition




                                           Complexity
   Level 4 – Knowledge Utilization

   Level 3 – Analysis

   Level 2 – Comprehension

   Level 1 – Retrieval

      Only Levels 1-4 are used in the Scoring Guide
               Taxonomic Foundations

   Score 2.0’s generally fall into
       Level 1 - Retrieval
   Score 3.0’s generally fall into
       Level 2 - Comprehension
       Level 3 - Analysis
   Score 4.0’s generally fall into
       Level 3 – Analysis
       Level 4 – Knowledge Utilization
   These ARE NOT hard fast rules!
       All of this depends on the skill and knowledge being
        assessed; and the grade level of the student!
Taxonomic Foundations of 3.0

   3.0’s are typically written in the Comprehension
    and Analysis taxonomic level

   The lowest grade levels may have retrieval level
    elements
Level 2 -
Comprehension            Operation          Definition            Example activity
Symbolizing              Symbolizing   Depicting the critical Diagram the structure
                                       aspects of knowledge of the 3 branches of
o   Construct symbolic
                                       in a pictorial or      the U.S. government
    representation of
                                       symbolic form
    information




Integrating              Integrating   Identifying the critical   Summarize the main
                                       or essential elements      causes of the Civil War
o   Identify basic                     of knowledge
    structure of
    information
Level 2 -
Comprehension             Process                    Possible Verbs
Symbolizing              Symbolizing   •Symbolize               •Show
o   Construct symbolic                 •Depict                  •Use models
    representation of                  •Represent               •Diagram
    information                        •Illustrate              •Chart
                                       •Draw


Integrating              Integrating   • Describe how or why    • Explain ways in which
o   Identify basic                     • Describe the key       • Paraphrase
    structure of                         parts of               • Summarize
    information                        • Describe the effects
                                       • Describe the
                                         relationship between
                             Operation          Definition              Example activity
Level 3 –
                             Specifying     Making and                 Predict the impact of a 5
Analysis                                    defending predictions      degree change in
                                            about what might           temperature on the
Specifying
                                            happen                     Earth
o Identify logical
  consequences of            Generalizing   Inferring new              Based on what you
  information                               generalization from        know, why do humans
Generalizing                                known knowledge            build settlements where
o Construct new principles                                             they do?
  or generalizations based   Analyzing      Identifying logical or     Examine a candidate’s
  on information
                             Errors         factual errors in          campaign literature to
Analyzing Errors                            knowledge                  find errors or
o Identify errors                                                      overgeneralization
Classifying                  Classifying    Identifying                Organize the following
o Identify categories to                    superordinate and          countries into 3 different
  which information                         subordinate                regions
  belongs                                   categories to which
Matching                                    information belongs
o   Identify important       Matching       Identifying similarities   Compare and contrast
    similarities and                        and differences            the foreign policy of the
    differences
                                                                       U.S. under Presidents
                                                                       Clinton and Bush Jr.
                              Process                        Possible Verbs
Level 3 –
                             Specifying      Make and defend          What would have to
Analysis                                     Predict                  happen
                                             Judge                    Develop an argument

Specifying                                                             Under what condition
                                             Deduce
o Identify logical
  consequences of            Generalizing    Generalize                 Create a generalization
  information                                What conclusions can       Create a principle
                                              be drawn                    Create a rule
Generalizing                                                          

                                             What inferences can
o Construct new principles                                               Trace the development of
  or generalizations based                    be made                    Form conclusions
  on information
                             Analyzing       Revise      Diagnose      Identify errors
Analyzing Errors             Errors          Edit        Critique      Identify problems
o Identify errors                            Evaluate    Assess        Identify issues
Classifying                  Classifying     Classify                 Identify a broader
o Identify categories to                     Organize                 category
  which information                          Sort                     Identify category
  belongs                                                              Identify different types


Matching                     Matching        Categorize               Distinguish
o   Identify important                       Compare and Contrast     Sort
    similarities and
    differences                              Differentiate            Create analogy

                                             Discriminate             Create metaphors
Procedural Knowledge

   Macroprocedures
       Highly complex procedures, with many subcomponents
   Tactics
       Complex procedures, with fewer subcomponents
   Algorithms
       Procedures with very specific steps and very specific
        outcomes
   Single rules
       One step procedure, one IF-THEN rule
                    Declarative Knowledge

   Generalizations
       Statements for which examples can be provided
   Principles
       Specific generalizations that deal with relationships between
        ideas
   Time Sequences
       Events happened between points in time
   Facts
       Information about specific persons, places, things
   Vocabulary Terms
       Understanding the general meaning of a word
Declarative Knowledge

Declarative knowledge has a hierarchy
   Organizing Ideas
       Generalizations
        Principles




                              Complexity
    


   Details
       Time Sequences
       Facts
       Vocabulary Terms
Procedural Knowledge

Procedural knowledge has a hierarchy
   Processes
       Macroprocedures




                             Complexity
   Skills
       Tactics
       Algorithms
       Single Rules
    Writing 2.0’s
WE HAVE DEFINED WHAT THE STUDENT
      SHOULD BE ABLE TO DO.



 WHAT IF THEY
CAN’T DO IT ALL?
                      Score 2.0

   2.0 means the student gets and can do the
    simpler details and processes that were taught
   But, the student is not able to do the more complex
    processes and does not know the more complex
    information
   So, the student gets and can do the simpler stuff,
    but not the harder stuff
                    Writing 2.0’s

   2.0’s are derived from the 3.0’s
   They are simpler details and processes associated
    with the Score 3.0 learning targets
   2.0’s either identify necessary components of the
    3.0 or simpler versions of the 3.0
                         Writing 2.0’s

   2.0’s use the following stem:
    “There are no major errors or omissions regarding the
    simpler details and processes as the student:
       recognizes or recalls basic terminology such as:
       performs basic processes such as:”
                    Terminology

   At this step, define the basic vocabulary that the
    student needs to know
   Complete the Scoring Guide by listing the
    vocabulary appropriate to understand the Score
    3.0 content
   Not every Scoring Guide has to have vocabulary
                        Basic Processes

   2 types of knowledge
       Procedural
           Knowing how to do something
       Declarative
           Knowing something
   If the Score 3.0 is procedural, than the 2.0 should
    be as well
   If the Score 3.0 is declarative, then the Score 2.0 is
    declarative
Procedural Knowledge

Procedural knowledge has a hierarchy
   Processes
       Macroprocedures




                             Complexity
   Skills
       Tactics
       Algorithms
       Single Rules
Procedural Knowledge

   Macroprocedures
       Highly complex procedures, with many subcomponents
   Tactics
       Complex procedures, with fewer subcomponents
   Algorithms
       Procedures with very specific steps and very specific
        outcomes
   Single rules
       One step procedure, one IF-THEN rule
                        Procedural 2.0

   When you write procedural 2.0’s, you will move
    down the hierarchy from the procedural 3.0
       If the 3.0 involves a macroprocedure:
         For   example: Write a short constructed response
       You may move to a lower complexity procedure, like an
        algorithm
         Forexample: complete a graphic organizer of a short
          constructed response
Declarative Knowledge

Declarative knowledge has a hierarchy
   Organizing Ideas
       Generalizations
        Principles




                              Complexity
    


   Details
       Time Sequences
       Facts
       Vocabulary Terms
                Declarative Knowledge

   Generalizations
       Statements for which examples can be provided
   Principles
       Specific generalizations that deal with relationships between
        ideas
   Time Sequences
       Events happened between points in time
   Facts
       Information about specific persons, places, things
   Vocabulary Terms
       Understanding the general meaning of a word
                       Declarative 2.0

   When you write declarative 2.0’s. you will move
    down the hierarchy from your declarative 3.0
       If the 3.0 involves a generalization,
         For  example: Reproduction is a characteristic of all
          living organisms
       Then the 2.0 will ask for details about that generalization
         Forexample: Recognize or recall accurate information
          about reproduction in living organisms (e.g. provide
          examples here to keep the statement specific!)
The New Taxonomy
(Marzano and Kendall 2008)


   Level 6 – Self-System Thinking

   Level 5 – Metacognition




                                           Complexity
   Level 4 – Knowledge Utilization

   Level 3 – Analysis

   Level 2 – Comprehension

   Level 1 – Retrieval

      Only Levels 1-4 are used in the Scoring Guide
               Taxonomic Foundations

   Score 2.0’s generally fall into
       Level 1 - Retrieval
   Score 3.0’s generally fall into
       Level 2 - Comprehension
       Level 3 - Analysis
   Score 4.0’s generally fall into
       Level 3 – Analysis
       Level 4 – Knowledge Utilization
   These ARE NOT hard fast rules!
       All of this depends on the skill and knowledge being
        assessed; and the grade level of the student!
Taxonomic Foundations of 2.0

   Generally, Score 2.0 items will fall into the
    Retrieval level
   However, it depends on the grade level and skills
    or knowledge being assessed
   The rule is that the 2.0 is a simpler level or process
    than the 3.0
Level 1 -
Retrieval                Operation         Definition            Example activity
Executing                Executing     The student can           Provide the next
                                       perform procedures        number in the
o   Perform procedures
                                       without significant       sequence:
                                       errors                    7,11,14,18,21,___?
Recalling
                         Recalling     The student can           Label the diagram of
o   Produce info on
                                       produce information       the cell
    demand
                                       on demand
Recognizing              Recognizing   The student can           Which of the following
                                       determine whether         did not land on the
o   Determine whether
                                       provided information      moon?
    info is accurate,
                                       is accurate, inaccurate   A. Neil Armstrong
    inaccurate or
                                       or unknown                B. Buzz Aldrin
    unknown
                                                                 C. Michael Collins
                         Executing
Level 1 -
Retrieval                 Student can perform simple
Executing
                          processes
                             Math algorithms
o   Perform procedures
                             Editing tasks
Recalling
                             Lab procedures
    Produce info on
o

    demand
                             Steps to a dance

Recognizing               But, they do not have a deeper
o   Determine whether
                          understanding of why they are
    info is accurate,     doing it, only that the steps they
    inaccurate or
    unknown               are performing are correct
                         Recalling
Level 1 -
Retrieval                 The student can produce
Executing
                           information on demand
o   Perform procedures    The student can Recall correct
Recalling
                           answers when put into context –
                           they can “fill in the blank”
o   Produce info on
    demand                Usually assessed by short answer
Recognizing                questions like:
o   Determine whether        List
    info is accurate,
    inaccurate or            Label
    unknown                  Name
                             Fill in the blank
                         Recognizing
Level 1 -
                          The student can determine
Retrieval
                           whether information is accurate,
Executing                  inaccurate or unknown
o   Perform procedures
                          When they see it, they know that
Recalling                  it is right
o   Produce info on       The correct answer is present, and
    demand
                           the student can Recognize the
Recognizing                answer
o   Determine whether     Usually assessed by traditional
    info is accurate,
    inaccurate or          forced choice tests (e.g. multiple
    unknown                choice, true/false, matching)
Level 1 -                 Process                      Possible Verbs
Retrieval
                         Executing     •Use                       •Make
Executing                              •Demonstrate               •Complete
                                       •Show                      •Draft
o   Perform procedures
                                                                  •Create
Recalling                Recalling     • Exemplify                • Describe
o   Produce info on                    • Name                     • Who
    demand                             • List                     • What
                                       • Label                    • Where
Recognizing                            • State                    • When
o   Determine whether
                         Recognizing   • Recognize                • Determine if
    info is accurate,
                                       • Select (from a list)       true/false
    inaccurate or
    unknown                            • Identify (from a list)
The New Taxonomy
The New Taxonomy
(Marzano and Kendall 2008)


   Level 6 – Self-System Thinking

   Level 5 – Metacognition




                                           Complexity
   Level 4 – Knowledge Utilization

   Level 3 – Analysis

   Level 2 – Comprehension

   Level 1 – Retrieval

      Only Levels 1-4 are used in the Scoring Guide
               Taxonomic Foundations

   Score 2.0’s generally fall into
       Level 1 - Retrieval
   Score 3.0’s generally fall into
       Level 2 - Comprehension
       Level 3 - Analysis
   Score 4.0’s generally fall into
       Level 3 – Analysis
       Level 4 – Knowledge Utilization
   These ARE NOT hard fast rules!
       All of this depends on the skill and knowledge being
        assessed; and the grade level of the student!
Level 1 -
Retrieval                Operation         Definition            Example activity
Executing                Executing     The student can           Provide the next
                                       perform procedures        number in the
o   Perform procedures
                                       without significant       sequence:
                                       errors                    7,11,14,18,21,___?
Recalling
                         Recalling     The student can           Label the diagram of
o   Produce info on
                                       produce information       the cell
    demand
                                       on demand
Recognizing              Recognizing   The student can           Which of the following
                                       determine whether         did not land on the
o   Determine whether
                                       provided information      moon?
    info is accurate,
                                       is accurate, inaccurate   A. Neil Armstrong
    inaccurate or
                                       or unknown                B. Buzz Aldrin
    unknown
                                                                 C. Michael Collins
                         Executing
Level 1 -
Retrieval                 Student can perform simple
Executing
                          processes
                             Math algorithms
o   Perform procedures
                             Editing tasks
Recalling
                             Lab procedures
    Produce info on
o

    demand
                             Steps to a dance

Recognizing               But, they do not have a deeper
o   Determine whether
                          understanding of why they are
    info is accurate,     doing it, only that the steps they
    inaccurate or
    unknown               are performing are correct
                         Recalling
Level 1 -
Retrieval                 The student can produce
Executing
                           information on demand
o   Perform procedures    The student can Recall correct
Recalling
                           answers when put into context –
                           they can “fill in the blank”
o   Produce info on
    demand                Usually assessed by short answer
Recognizing                questions like:
o   Determine whether        List
    info is accurate,
    inaccurate or            Label
    unknown                  Name
                             Fill in the blank
                         Recognizing
Level 1 -
                          The student can determine
Retrieval
                           whether information is accurate,
Executing                  inaccurate or unknown
o   Perform procedures
                          When they see it, they know that
Recalling                  it is right
o   Produce info on       The correct answer is present, and
    demand
                           the student can Recognize the
Recognizing                answer
o   Determine whether     Usually assessed by traditional
    info is accurate,
    inaccurate or          forced choice tests (e.g. multiple
    unknown                choice, true/false, matching)
Level 1 -                 Process                      Possible Verbs
Retrieval
                         Executing     •Use                       •Make
Executing                              •Demonstrate               •Complete
                                       •Show                      •Draft
o   Perform procedures
                                                                  •Create
Recalling                Recalling     • Exemplify                • Describe
o   Produce info on                    • Name                     • Who
    demand                             • List                     • What
                                       • Label                    • Where
Recognizing                            • State                    • When
o   Determine whether
                         Recognizing   • Recognize                • Determine if
    info is accurate,
                                       • Select (from a list)       true/false
    inaccurate or
    unknown                            • Identify (from a list)
Level 2 -
Comprehension            Operation          Definition            Example activity
Symbolizing              Symbolizing   Depicting the critical Diagram the structure
                                       aspects of knowledge of the 3 branches of
o   Construct symbolic
                                       in a pictorial or      the U.S. government
    representation of
                                       symbolic form
    information




Integrating              Integrating   Identifying the critical   Summarize the main
                                       or essential elements      causes of the Civil War
o   Identify basic                     of knowledge
    structure of
    information
Level 2 -
Comprehension             Process                    Possible Verbs
Symbolizing              Symbolizing   •Symbolize               •Show
o   Construct symbolic                 •Depict                  •Use models
    representation of                  •Represent               •Diagram
    information                        •Illustrate              •Chart
                                       •Draw


Integrating              Integrating   • Describe how or why    • Explain ways in which
o   Identify basic                     • Describe the key       • Paraphrase
    structure of                         parts of               • Summarize
    information                        • Describe the effects
                                       • Describe the
                                         relationship between
                             Operation          Definition              Example activity
Level 3 –
                             Specifying     Making and                 Predict the impact of a 5
Analysis                                    defending predictions      degree change in
                                            about what might           temperature on the
Specifying
                                            happen                     Earth
o Identify logical
  consequences of            Generalizing   Inferring new              Based on what you
  information                               generalization from        know, why do humans
Generalizing                                known knowledge            build settlements where
o Construct new principles                                             they do?
  or generalizations based   Analyzing      Identifying logical or     Examine a candidate’s
  on information
                             Errors         factual errors in          campaign literature to
Analyzing Errors                            knowledge                  find errors or
o Identify errors                                                      overgeneralization
Classifying                  Classifying    Identifying                Organize the following
o Identify categories to                    superordinate and          countries into 3 different
  which information                         subordinate                regions
  belongs                                   categories to which
Matching                                    information belongs
o Identify important         Matching       Identifying similarities   Compare and contrast
  similarities and                          and differences            the foreign policy of the
  differences
                                                                       U.S. under Presidents
                                                                       Clinton and Bush Jr.
                              Process                        Possible Verbs
Level 3 –
                             Specifying      Make and defend          What would have to
Analysis                                     Predict                  happen
                                             Judge                    Develop an argument

Specifying                                                             Under what condition
                                             Deduce
o Identify logical
  consequences of            Generalizing    Generalize                 Create a generalization
  information                                What conclusions can       Create a principle
                                              be drawn                    Create a rule
Generalizing                                                          

                                             What inferences can
o Construct new principles                                               Trace the development of
  or generalizations based                    be made                    Form conclusions
  on information
                             Analyzing       Revise      Diagnose      Identify errors
Analyzing Errors             Errors          Edit        Critique      Identify problems
o Identify errors                            Evaluate    Assess        Identify issues
Classifying                  Classifying     Classify                 Identify a broader
o Identify categories to                     Organize                 category
  which information                          Sort                     Identify category
  belongs                                                              Identify different types


Matching                     Matching        Categorize               Distinguish
o   Identify important                       Compare and Contrast     Sort
    similarities and
    differences                              Differentiate            Create analogy

                                             Discriminate             Create metaphors
                                Operation           Definition           Example activity
Level 4 –
                                Investigating   Generate a               Research what might
Knowledge                                       hypothesis and           happen to the polar ice
Utilization                                     use the assertions       caps if the temperature
                                                and opinions of          of the earth rose 5
Investigating
                                                others to test the       degrees
o   Testing hypothesis using                    hypothesis
    the assertions and
    opinions of others          Experimenting   Generating and           Generate and test a
                                                testing a hypothesis     hypothesis about the
Experimenting
                                                by conducting an         growth of plants in
o   Testing hypothesis using                    experiment and           various medium
    data collected by the                       collecting data
    student
                                Problem         Accomplishing a goal     Determine the best
Problem Solving                 Solving         for which obstacles      strategy for
    Using information to
o
    accomplish a goal for                       exist                    accomplishing peace in
    which obstacles or                                                   the world
    limiting conditions exist
                                Decision        Selecting among          Choose the best site for
Decision Making                 Making          alternatives that        a new airport from 3
o   Using information to                        initially appear to be   alternatives. Explain
    make a decision                             equal                    your decision.
Level 4 –
Knowledge                        Process                       Possible Verbs
Utilization                     Investigating    Investigate           What are the differing
                                                 Research               features of
Investigating                                                           How/Why did this happen
                                                 Find out about

o   Testing hypothesis using                     Take a position on    What would have happened

    the assertions and                                                   if
    opinions of others
                                Experimenting    Experiment            How would you test that
Experimenting                                    Generate and test     How would you determine if

                                                 Test the idea that    How can this be explained
o   Testing hypothesis using
    data collected by the                        What would            Based on the experiment,

    student                                       happen if              what can be predicted
Problem Solving                                   Solve                  Figure out a way to
                                Problem                               
o   Using information to
    accomplish a goal for       Solving          Adapt                 How would you overcome

    which obstacles or                           Develop a strategy    How will you reach your goal

    limiting conditions exist                     to                     to
Decision Making                 Decision         Decide                Which of these is most
o   Using information to        Making           Select the best        suitable
    make a decision                               among alternatives    What is the best way
                 Level 5 - Metacognition
These are not assessed in the typical classroom
   Monitoring Accuracy
       The student is able to determine how accurate they are
   Monitoring Clarity
       The student is able to determine how clear their understanding is
   Process Monitoring
       The student is able to monitor their own progress toward a specific
        goal
   Specifying Goals
       The student is able to specify learning goals and develop a plan to
        achieve it
         Level 6 – Self-System Thinking
These are not assessed in the typical classroom
   Examining motivation
       The students identifies his or her own level of motivation towards
        learning
   Examining Emotional Response
       The student identifies his or her own emotional response to the
        learning
   Examining Efficacy
       The student identifies beliefs about his or her ability to improve
        competence or understanding
   Examining Importance
       The student identifies how important the learning is and the reasons
        behind this belief
  Writing Sample Tasks

  Sample tasks help teachers
translate scoring guides into a
      classroom setting

Remember: Learning targets in
the Scoring guides are Learning
       Goals, not tasks!
             What are sample tasks?

 Assessment items or tasks that teachers can use to
  construct formative assessments
 Examples of the types of tasks that teachers could
  use; NOT a definitive list!
 Assessment items that are written to address the
  appropriate taxonomic level for each element and
  score level
    The Purpose of Writing Sample Tasks

Sample tasks:
 Further specify the expectations of each Learning
  Target
 Provide instructional guidance to the teacher
 Suggest ways to assess a Learning Target
 Can be used to design formative assessment
 Can be used to construct a common assessment item
  bank
                   Writing Sample Tasks

 Ask yourself some basic questions:
   How can a student demonstrate success for this Learning
    Target?
     What kinds of learning activities or tasks would assess success
      in this Learning Target?
     What taxonomic operation would be appropriate for this task
      at this grade level?

				
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