Marzanos Presentation 4-Point Rubric Proficiency is a rubric score of 3

How do you provide feedback in a way that students Know what they are learning and how well the are progressing Can explain what they need to do to get better.

Clean refrigerator 4Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or dont fit) and are sitting upright

2Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out Tupperware and all

A generic template for rubric design

4 3The students responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT) 2 1 0

4 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2The students 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

4 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students 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 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

4 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students 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 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. 0The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4In addition to exhibiting level 3 performance, the students responses demonstrate in- depth inferences and applications that go beyond what was taught in class 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students 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 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. 0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students 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 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. 0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

Feedback should be corrective. Feedback should be specific to a criterion. What is the focus of the criteria? How can they help students learn?

4 3 An understanding of: How the water cycle processes (condensation, precipitation, surface run-off, percolation, evaporation) impact climate changes The effects of temperature and pressure in different layers of Earths atmosphere Topic Grade 8: Atmospheric Processes & Water Cycle

4 3 An understanding of: How the water cycle processes (condensation, precipitation, surface run-off, percolation, evaporation) impact climate changes The effects of temperature and pressure in different layers of Earths atmosphere 2 Recognize and recall basic terms such as: climactic patterns, atmospheric layers, stratosphere, troposphere. Recognize or 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 earths atmosphere 1 0 Topic Grade 8: Atmospheric Processes & Water Cycle

4 3 Hand in assignment that meet format requirements specified by teacher Develop and implement basic time management plan for assignments Complete assignments on time and provide acceptable explanation when assignments not handed in on time Topic Grade 6-8: Assignments & Work Completion

4 3 Hand in assignment that meet format requirements specified by teacher Develop and implement basic time management plan for assignments Complete assignments on time and provide acceptable explanation when assignments not handed in on time 2 Be aware of format requirements for assignments Be aware of elements of basic time management plans Be aware of deadlines for assignments 1 0 Topic Grade 6-8: Assignments & Work Completion