1 RUBRICS AND SCALES Rate yourself on what

1 RUBRICS AND SCALES

Rate yourself on what you already know about scales. Use the scale below to guide your reflection. 2 Level 4. 0 I can create, use, and modify scales to support a learning goal and monitor student progress. I can also differentiate my scales for unique learners and situations. Level 3. 0 Target I can create, use, and modify scales to support a learning goal and monitor students progress. Level 2. 0 Level 1. 0 Level 0. 0 I have a basic understanding of how to create, use, or modify scales to support a learning goal as long as I have resources that identify priority issues and appropriate sequences. I can use a learning goal scale created by others, but have a limited understanding of creating my own scales; I can use, or modify scales to support a learning goal as long as I have resources and assistance that identify priority issues and appropriate sequences. Even with help, I do not understand scales.

3 WHAT IS A RUBRIC? • The terms scale or rubric relate to the same concept: an explicit set of criteria used for assessing progress toward a learning goal. • The word rubric usually describes a tool in which to measure success on a student product, but a scale is tool that students use to self-reflect. • For purposes of clarity in classroom teacher evaluation, the term scale will be used throughout these modules. • Scales provide a clearning progression of what a student should understand or be able to do.

4 WHY USE A SCALE? • In the Florida state model for teacher evaluation, chunking content into digestible bites is an essential element in lessons addressing content. Scales are a way to chunk the content into proportions that students can handle. • A scale provides a clear outline of behaviors that make it possible to identify a student’s current level of proficiency, monitor progress, and provide timely, actionable, and specific feedback. • When used appropriately, scales in conjunction with formative assessments have the potential to greatly improve student performance on summative measures.

5 HOW TO USE A SCALE • Identify the level of mastery that includes the simple and complex behaviors necessary to meet a given standard. • You may need to unpack a standard to develop a learning goal and scales that establish progress points.

6 WHEN TO USE A SCALE Task-specific scales should be used in conjunction with all learning goals, which are the overarching topics, not the daily objectives. Daily objectives could use a generic scale to achieve the same function: “I Can” Rubric 4—Expert Exceeds 3—Master Proficient 2—Apprentice Developing 1—Novice Beginning I understand completely! I can do it without making mistakes! I can help others! I understand the important ideas! I can do it by myself! Once in awhile, I make a little or careless mistakes. I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. I don’t understand yet. I can’t do it by myself. My mistakes show that I have trouble with the important ideas.

7 SIMPLE SCALES • The following example of a learning goal illustrates how unpacking a standard leads to development of learning goals. This sample is a simple scale with five progress points. As noted earlier, scales may be as complex as needed to meet the needs of the students and subject matter.

Example of a Simple Scale 8 Level 4. 0 In addition to the 3. 0 level, I can describe how the setting and events affect the major character(s). Level 3. 0 Target I can describe all of the major characters, details of the setting, and all of the major events in a story. Level 2. 0 I can identify setting, several major or minor events , and major characters in a story. Level 1. 0 I can identify setting and some events in a story, with some help. Level 0. 0 Even with help, I cannot identify events, characters, or setting in a story.

9 STEPS TO CREATING A SCALE • The first step is to create your target learning goal from your content standards. • For most, that means the Common Core State Standards (CCSS). • The CCSS lend themselves well to creating learning goals.

10 YOUR LEARNING GOAL IS A 3. 0 ON THE SCALE • Place that exact learning goal in the 3. 0 or proficient (meets the standard) spot in your scale. This is the target learning goal for the majority of students in the class. • Target Learning Goal Example: RI. 5. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (This is a Reading for Informational Text, Grade 5 CCSS Standard. )

11 CREATE A MORE COMPLEX LEARNING GOAL AND PLACE IT IN THE 4. 0 POSITION • Create a more complex learning goal that uses the same content idea as your target learning goal but raises the level of thinking required. (Webb’s Depth of Knowledge) • Example: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text, and compare and contrast these individuals, events, ideas or concepts.

12 CREATE A SIMPLER LEARNING GOAL AND PLACE IT IN THE 2. 0 POSITION • Create a more simplified learning goal that uses the same content ideas as your target learning goal. • Example of at 2. 0 Level: Describe an individual, event, idea, or concept in a historical, scientific, or technical text based on specific information in the text.

13 CREATING A 1. 0 AND 0. 0 • 1. 0 and 0 do not have learning goals associated but are representative of a student’s performance or lack of performance. • A 1. 0 allows students to obtain credit for seeking help or acknowledging that they need help to understand the simpler content that is addressed in Score 2. 0. • A 0. 0 allows students to articulate their lack of understanding, even with help.

14 CREATE A SIMPLE SCALE • In your group create a simple scale for riding a bicycle to practice “unpacking” the skills required to be able to do that task. • Write your simple scale on chart paper and hang it on the wall when completed. As other groups complete their charts, look at similarities and differences in scales. Think about how you could improve your scale.

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16 CAUTION • A scale is for the student as much as it is for the teacher. • If your scales are confusing or include extraneous material they will not be of use to your students. • Make sure that your scales are “user-friendly” and clearly define what a student must do to achieve mastery

17 ADMINISTRATOR LOOKFORS Scales should be: • Related to the learning goal • Posted and able to read by the students • Written in student-friendly language (when appropriate) • Referenced during the lesson Students SHOULD be able to explain: • Explain the meaning of the levels of performance articulated in the scale

Rate yourself on what you learned about scales. Use the scale below to guide your reflection. 18 Level 4. 0 I can create, use, and modify scales to support a learning goal and monitor student progress. I can also differentiate my scales for unique learners and situations. Level 3. 0 Target I can create, use, and modify scales to support a learning goal and monitor students progress. Level 2. 0 Level 1. 0 Level 0. 0 I have a basic understanding of how to create, use, or modify scales to support a learning goal as long as I have resources that identify priority issues and appropriate sequences. I can use a learning goal scale created by others, but have a limited understanding of creating my own scales; I can use, or modify scales to support a learning goal as long as I have resources and assistance that identify priority issues and appropriate sequences. Even with help, I do not understand scales.

19 CREATE A SCALE • In your group, develop a scale for the topic/concept that you decided as a team would be your focus today. Remember, your level 3. 0 is already done! • Record your scale on the template provided. Remember, that a member of your team should be documenting your work electronically so that it can be shared.