2.  The rubric uses a 4 point scale  3.0 represents what you want the student to know and be able to do  This means that a student can do all of the processes and knows all of the knowledge that was explicitly taught over the course of a unit

3.  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

4.  Score 2.0 uses 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:

5.  At this step, define the basic vocabulary that the student needs to know  Complete the rubric by listing samples of the vocabulary appropriate to understand the Score 3.0 content  Not every rubric has to have vocabulary

6.  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

7. 1. Use the hierarchy of procedural knowledge 2. Simpler Version of a Complex Procedure 3. Application vs. Demonstration of the procedure 4. Behavioral Scale – using prompts 5. Performing the steps of a procedure 6. Procedural Declarative

8. Procedural knowledge has a hierarchy  Processes  Macroprocedures  Skills  Tactics  Algorithms  Single Rules COMPLEXITY

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

10.  When you write procedural 2.0’s, you may 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  For example: complete a graphic organizer of a short constructed response

11.  Typically, the expectation or learning goal for Score 3.0 fairly complex, with more complex steps and challenging numbers, or concepts For Example: graphs problems in the slope intercept form (e.g., 5x-2y=10)  Score 2.0 may involve doing simpler versions of the same procedure–think of practice problems designed to practice and master the procedure. These can be used as Score 2.0 type problems. For Example: graphs simple equations in the slope intercept form (e.g., y=2x+3)  Use examples of the type of problem on both the 2.0 and 3.0 to differentiate between them.

12.  When the Score 3.0 involves the application of a procedure (e.g., solving a word problem or editing a for capitalization)…  The score 2.0 could be a demonstration of the procedure (e.g., solving a problem or demonstrate the proper capitalization of…)

13.  When the procedure is behavioral in nature, you may choose to use a slightly different form of the scale:  Score 4.0 – performs the procedure in a new context or assists others in performing the procedure  Score 3.0 - performs the procedure independently without prompting  Score 2.0 – performs the procedure with a group or class prompt  Score 1.0 – performs the procedure with an individual prompt

14.  When the student is performing a skill that is the sum of a set of steps performed fluently:  Score 3.0 could be that the student performs the skill fluently (e.g., long division, throwing a football)  Score 2.0 could be that the student performs the steps of the procedure in isolation (e.g., performs the steps of long division or throwing a football one at a time but cannot put it together and do it fluently )

15.  If the procedure is so simple that it cannot be broken down any further, the 2.0 could be that the student knows information about the procedure  Score 3.0 – the student does long division  Score 2.0 – the step lists the steps to long division  This could also be true when writing Score 4.0 – Declarative knowledge about the procedure could be used to go above and beyond

16. 1. Writing the expectation at a lower taxonomic level 2. Identifying the foundational knowledge necessary to achieve score 3.0 3. Using vocabulary as foundational knowledge

17.  Typically, Score 3.0 is written at a Comprehension, Analysis or Knowledge Utilization level  Score 2.0 can be written at a lower taxonomic level, typically Retrieval  This looks like: the student can “recognize or recall isolated details about or examples of the knowledge” expected at Score 3.0

18.  Score 2.0 can also be written to identify the foundational knowledge that a student needs to have in order to successfully meet the expectation at score 3.0  Keep in mind that score 2.0 should represent new knowledge for the student. Do not repeat learning from previous grade levels.

19.  At times, knowing the vocabulary may be all the foundational knowledge that a student needs  In this case, do not write any basic processes, just complete the vocabulary section of the scale

20.  Score 4.0 elements involve anything that a student does that is above and beyond what is taught in class  This can include finding out new information, making new generalizations from learned knowledge, applying the information in a new way and demonstrating knowledge in a way that is more than what is expected from other students or ANYTHING above and beyond what was taught

21. Include score 4.0 in the rubric ProsCons Puts emphasis on learning beyond what was taught by setting a target for the student Provides guidance for gifted student and teachers of gifted students Makes assessment clear for the teacher Tendency to limit student and teacher to what rubric says, easy to forget that element is only a suggestion Rubric is designed to limit and focus instruction at the score 3.0 and 2.0 level; use of the rubric shouldn’t change in the middle Don’t include score 4.0 in the rubric ProsCons Allows student and teacher to use creativity to design task/assessment Doesn’t limit student and teacher to only what is written on the rubric Allows for just about anything to be used to demonstrate knowledge Lack of guidance may cause teachers to forget gifted students May limit the use of the rubric to only score 3.0 and 2.0 Teachers may have difficulty assessing a demonstration of knowledge that is not clearly defined by the rubric

22.  If the district decides to include score 4.0, it must be made very clear, in the rubric and in implementation training, that the included elements ARE ONLY SUGGESTIONS!  Students must have the guidance and opportunity to go above and beyond in any way that the teacher approves