David C. Yanoski Director of Standards Development Marzano Research Laboratory

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

4.0 Learning above and beyond what was taught The Learning Goal – What you expect the student to know or be able to do The Simpler Stuff – Foundational knowledge, partial knowledge or simpler procedures The Student Needs Help to perform The Student can’t do anything

1. Unpack Standards/Identify Essential Standards/Organize /Write Measurement Topics 2. Specify expected learning by writing Score 3.0, and write sample tasks to further specify content 3. Identify steps towards the mastery of the content by writing Score 2.0, write sample tasks to further specify content 4. Decide on 4.0, write if necessary 5. Pilot and Use! Design Assessments, Assess student learning, Report student progress

Monday Measurement Topics Tuesday Score 3.0 Sample Tasks Wednesday Score 2.0 Sample Tasks Thursday Score 4.0? Friday FASBG Next Steps Summer Scale Development Institute

MRL reviews and provides feedback on scales IVC to share comment s and answer questions MRL Revision Chaffey teams review feedback and revise scales Return to MRL Chaffey Revision MRL creates final draft Editing and format MRL writes primer/h andbook for scales Final Product Teachers use scales to assess student progress and learning USE! Revision and Feedback Phase

Measurement topic  More general  Subdivision of Standard  Overall topics of learning  Written using similar words and structure  Limited to 25 to 35 for each course  Curricular in nature  What you want the kid walking out of class knowing or being able to do Daily Learning Objective  More Specific  Subdivision of Measurement Topic  Steps towards achieving the measurement topic  Written using similar words and structure  No limit  Instructional in nature  The steps a kid goes through to get to their goal

Standard Measurement Topic Daily Learning Objective Daily Learning Objective Daily Learning Objective Daily Learning Objective Daily Learning Objective Daily Learning Objective Daily Learning Objective Daily Learning Objective Daily Learning Objective

Based on your content knowledge and expertise, the Essential Measurement Standards, and the California Content Standards… …What are the essential topics that all students have to know and master in your subject area and at your grade level?

Content/ Strand EMS Measurement Topic

 Use the EMS and identify the topic of each standard  EMS – Students write geometric proofs, including proofs by contradiction  Topic – Geometric Proofs (no verb!)  When the standard identifies 2 or more different pieces of learning or skill, break these into 2 or more topics  EMS - Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs  Topics:  Nationalism in the Middle East  Arguments for/ against a Jewish State  Effects of the establishment of Israel

 For each course, limit the number of measurement topics to  You will write a scale for each of these topics  Each Measurement Topic will assess only one specific piece of information or skill – Unidimensional  All content contained within a MT should covary – as ability in one increases, so does the ability in others

 One of the main problems in using standards is that they identify too much content – more topics defeats the purpose  Experience with other groups has shown that scales with more topics just don’t get used  Students can’t master any more than about topics in a year. Having more topics becomes covering content for content’s sake, not teaching for learning

Essential Supplemental Nice to Know Standards Benchmarks can be divided into 3 categories… Heflebower, based on O’Connor

 Start with a blank slate.  Use content knowledge and expertise to list topics of study for each course  Categorize them as Essential, Supplemental or Nice to know  Choose the most important Essentials or Supplementals to measure  Go back to the Core Standards and make sure that you are staying within the bounds of the state standards

 Start with the Core standards and identify the topics that are already there  Group like or covarying skills or knowledge together and assign a name to it  Categorize the groupings as Essential, Supplemental or Nice to know  Choose essential or supplemental groupings

 Create a list of Measurement Topics for each course  Keep in mind that the list will change! It doesn’t have to be perfect!