This 90 second video will give you some background into the source and purpose of Marzano Scales.

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Read on for more specific information!

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

Marzano's

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

  

General Marzano Scale for any Subject 

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

  

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

  

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming. 

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

  

4MD7 Marzano Scale Poster

 

 

 

1st CC Math Marzano Scales 1G1

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

  

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success! 

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress! 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above. 

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

 

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

 

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

 

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

 

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

 

Have you ever struggled to engage your students attention in a lesson? Most kids decide on their interest or engagement level in the first minute. If they feel unfamiliar, overwhelmed, or don’t see the relevance of content they can immediately turn off. You find yourself trying every teaching strategy you know just to hold their interest. How can you engage students and help them feel connected to content right away? I have found the best strategy to introduce new content – Learning Scales!

 

 

 

I use Marzano Scales to introduce every new standard I teach. Here’s how it works…

 

Present the scales written in kid-friendly language. Visual references are key for giving kids something to look at, as well as something to post and review every day you work on the same content. I use the SMARTboard or projector to digitally present the scale first, and then it is posted somewhere in my room for reference later.

 

  1. Start by reading LEVEL 3, which is their grade level goal for the year. I give a brief explanation or sample task to explain what it means and show them what it looks like.
  2. Ask them to think about their level of familiarity with that content/skill. Does it sound familiar? Do they think they already know something about this topic?
  3. Read LEVEL 2, and say something like, “Does this sound like something you learned before? Maybe last year?”  I may or may not have students do a sample problem to match level 2. If they can, they get an instant confidence boost. If they can’t, you say, “Don’t worry if that still feels hard, this next idea may help.”
  4. Read LEVEL 1 aloud and give a sample problem so (hopefully) everyone in the class is engaged in a quick task they feel confident about. Explain that LEVEL 1 is knowledge they already have that will help them to learn the new content for the year.
  5. Reread LEVEL 2 and explain how it is just a little bit harder, extending the same idea from LEVEL 1. Point out any patterns in the content language, example problems, or visual representations.
  6. Reread LEVEL 3 and briefly point out the same patterns again.
  7. Introduce LEVEL 4 for your student who really need a challenge, or are excited to try something harder. OR Save it for them in a private small group or independent work time. You may want to spend the most instructional time at the level where you see most of your students are connecting with the material.

 

If you have time….

 

8. Have a Q & A session. Ask your students what other connections or examples they can connect and write some on the board. This can become an anchor chart and visual reference on the days you work with the content. If you’re using an interactive white board, you can print the screen image, resize it, and post in your room.

 

9. Give an informal pre-assessment. Think of one task for each level. Ask your students to start at level 1, then complete each successive task in order. I usually give a time limit and see how far they get. Collect their work and you have some instant feedback on where to start planning and how to sort students into groups based on needs. For older children, you might ask them to take one minute to reflect on what level they think they are. Then try to complete one problem at the highest level they can.

 

This process could be as detailed or brief as you see fit. The point is to get your students engaged at their own level! Help them to immediately connect with the content, feel confident in their ability to learn more, and have some focus to direct their own attention. I give myself the entire first class period to go through this process and pre-assess them, formally or informally (click here to see how I pre-assess). This first day is invaluable to me in planning and differentiating my instruction for the next few weeks. It is also invaluable to them to immediately connect with new content and have time to explore it from different levels of difficulty. You know your students best, so play with the ideas and see how much more they show you about their abilities!

 

Would you like to see ME introduce a scale?? Of course you would, follow this link and imagine how this process could transform your own instruction. 😀

 

 

 

 

Want even more detailed ideas? SIGN UP to “FOLLOW by EMAIL” in the side bar. You will receive a free copy of Mrs. L’s Guide to Marzano Scales: Making Research Practical. It’s like walking into my classroom. 😉

 

 

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This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

 

 

 

 

 

 

 

 

 

Read on for more specific information!

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

Marzano's

 

 

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

 

 

General Marzano Scale for any Subject

 

 

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

 

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

 

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

 

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

 

 

4MD7 Marzano Scale Poster

 

 

 

1st CC Math Marzano Scales 1G1

 

 

 

 

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

 

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

 

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

 

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

 

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

 

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

 

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

 

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

 

 

 

 

 

 

 

 

 

Read on for more specific information!

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

Marzano's

 

 

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

 

 

General Marzano Scale for any Subject

 

 

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

 

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

 

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

 

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

 

 

4MD7 Marzano Scale Poster

 

 

 

1st CC Math Marzano Scales 1G1

 

 

 

 

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

 

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

 

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

 

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

 

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

 

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

 

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

 

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

Read on for more specific information!

 

www.marzanoresearch.com/art-science-teaching

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

 

 

 

Marzano's

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

General Marzano Scale for any Subject

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

4MD7 Marzano Scale Poster

 

1st CC Math Marzano Scales 1G1

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

Read on for more specific information!

 

www.marzanoresearch.com/art-science-teaching

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

 

 

 

Marzano's

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

General Marzano Scale for any Subject

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

4MD7 Marzano Scale Poster

 

1st CC Math Marzano Scales 1G1

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

Read on for more specific information!

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

Marzano's

 

 

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

 

 

General Marzano Scale for any Subject

 

 

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

 

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

 

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

 

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

 

 

4MD7 Marzano Scale Poster

 

 

 

1st CC Math Marzano Scales 1G1

 

 

 

 

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

 

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

 

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

 

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

 

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

 

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

 

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

 

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

 

Have you ever struggled to engage your students attention in a lesson? Most kids decide on their interest or engagement level in the first minute. If they feel unfamiliar, overwhelmed, or don’t see the relevance of content they can immediately turn off. You find yourself trying every teaching strategy you know just to hold their interest. How can you engage students and help them feel connected to content right away? I have found the best strategy to introduce new content – Learning Scales!

 

 

 

I use Marzano Scales to introduce every new standard I teach. Here’s how it works…

 

Present the scales written in kid-friendly language. Visual references are key for giving kids something to look at, as well as something to post and review every day you work on the same content. I use the SMARTboard or projector to digitally present the scale first, and then it is posted somewhere in my room for reference later.

 

  1. Start by reading LEVEL 3, which is their grade level goal for the year. I give a brief explanation or sample task to explain what it means and show them what it looks like.
  2. Ask them to think about their level of familiarity with that content/skill. Does it sound familiar? Do they think they already know something about this topic?
  3. Read LEVEL 2, and say something like, “Does this sound like something you learned before? Maybe last year?”  I may or may not have students do a sample problem to match level 2. If they can, they get an instant confidence boost. If they can’t, you say, “Don’t worry if that still feels hard, this next idea may help.”
  4. Read LEVEL 1 aloud and give a sample problem so (hopefully) everyone in the class is engaged in a quick task they feel confident about. Explain that LEVEL 1 is knowledge they already have that will help them to learn the new content for the year.
  5. Reread LEVEL 2 and explain how it is just a little bit harder, extending the same idea from LEVEL 1. Point out any patterns in the content language, example problems, or visual representations.
  6. Reread LEVEL 3 and briefly point out the same patterns again.
  7. Introduce LEVEL 4 for your student who really need a challenge, or are excited to try something harder. OR Save it for them in a private small group or independent work time. You may want to spend the most instructional time at the level where you see most of your students are connecting with the material.

 

If you have time….

 

8. Have a Q & A session. Ask your students what other connections or examples they can connect and write some on the board. This can become an anchor chart and visual reference on the days you work with the content. If you’re using an interactive white board, you can print the screen image, resize it, and post in your room.

 

9. Give an informal pre-assessment. Think of one task for each level. Ask your students to start at level 1, then complete each successive task in order. I usually give a time limit and see how far they get. Collect their work and you have some instant feedback on where to start planning and how to sort students into groups based on needs. For older children, you might ask them to take one minute to reflect on what level they think they are. Then try to complete one problem at the highest level they can.

 

This process could be as detailed or brief as you see fit. The point is to get your students engaged at their own level! Help them to immediately connect with the content, feel confident in their ability to learn more, and have some focus to direct their own attention. I give myself the entire first class period to go through this process and pre-assess them, formally or informally (click here to see how I pre-assess). This first day is invaluable to me in planning and differentiating my instruction for the next few weeks. It is also invaluable to them to immediately connect with new content and have time to explore it from different levels of difficulty. You know your students best, so play with the ideas and see how much more they show you about their abilities!

 

Would you like to see ME introduce a scale?? Of course you would, follow this link and imagine how this process could transform your own instruction. 😀

 

 

 

 

Want even more detailed ideas? SIGN UP to “FOLLOW by EMAIL” in the side bar. You will receive a free copy of Mrs. L’s Guide to Marzano Scales: Making Research Practical. It’s like walking into my classroom. 😉

 

 

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This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

 

 

 

 

 

 

 

 

 

Read on for more specific information!

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

Marzano's

 

 

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

 

 

General Marzano Scale for any Subject

 

 

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

 

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

 

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

 

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

 

 

4MD7 Marzano Scale Poster

 

 

 

1st CC Math Marzano Scales 1G1

 

 

 

 

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

 

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

 

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

 

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

 

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

 

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

 

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

 

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

 

 

 

 

 

 

 

 

 

Read on for more specific information!

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

Marzano's

 

 

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

 

 

General Marzano Scale for any Subject

 

 

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

 

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

 

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

 

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

 

 

4MD7 Marzano Scale Poster

 

 

 

1st CC Math Marzano Scales 1G1

 

 

 

 

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

 

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

 

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

 

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

 

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

 

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

 

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

 

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

Read on for more specific information!

 

www.marzanoresearch.com/art-science-teaching

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

 

 

 

Marzano's

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

General Marzano Scale for any Subject

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

4MD7 Marzano Scale Poster

 

1st CC Math Marzano Scales 1G1

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

This 90 second video will give you some background into the source and purpose of Marzano Scales.

 

Read on for more specific information!

 

www.marzanoresearch.com/art-science-teaching

Marzano’s  The Art and Science of Teaching, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. My introduction to this work, through some district professional development, got me thinking about how to incorporate these principles as routines of instruction. As an elementary teacher, I am always thinking about my students’ background knowledge, levels of conceptualization, and where they are headed academically; but I didn’t have an organized way to track this information. I became motivated to create learning goals and scales based on the Common Core Standards for the grade levels I work with.

 

 

 

Marzano's

 

In a scale, each learning goal (or standard) is broken down into five scales, from 0-4. Proficiency in each math standard is represented by a score of 3. A score of 4 indicates an advanced knowledge of the skill, usually above grade level. The tasks assigned to scores of 2 and 1, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. Often the content from earlier grade levels will be labeled with the corresponding standard for reference purposes. A score of 0 on the learning scale is useful to record for students who have been given an opportunity to work on the assessment, but did not or could not perform for some reason. Marzano gives a very general break down of the meaning for each scale. My district started by using a general kid-friendly interpretation of a scale. You can find a lot of cute and colorful versions of these online.

 

General Marzano Scale for any Subject

 

The problem is when you try to apply this to a specific learning goal, you could end up with many different interpretations leaving your students just as confused and lost as before. This frustrated me and I didn’t see any progress in my students. I decided to make the scale more specific, which was Marzano’s intention. Since then I have completed many more grade levels by request – even Australian standards!

 

For too long the standards have been presented as these huge and sometimes vague point far off in the distance with no particular relevance to us personally at this moment. Kids have no orientation to find themselves within the content. How defeated does a student feel when they sit through a presentation, or receive a new assignment and they have no idea where to start, or how to connect the info to something they already know? Ever have a student completely fail a test? What do you say to them…umm… You have a lot of work to do if you want to do better in this class. They have no idea where to start because they don’t know how far off they are, or what they would need to master to get a little closer. Sometimes neither do you!

 

Scales make the entire path VISIBLE! They provide a quick outline of getting from point 0 to point 4. I loved using them in my class because I felt confident that I knew what they needed to master next. Every small sequential step was already laid out for me and differentiating assignments for that one student did not seem so overwhelming.

 

Here’s a few examples of what I mean by “Marzano Scales.” The onset of iObservations and other forms of teacher evaluations have floods of teachers scanning the internet for cute posters. What Marzano describes as “Tracking Learning Goals with Scales, ” the research that brought so much attention to the use of scales, is something much more specific.

 

4MD7 Marzano Scale Poster

 

1st CC Math Marzano Scales 1G1

 

 

 

The Scaled Assessments for Math are designed to assess students on these scales using specific examples or tasks for each section of the scale. Students learn skills and understand concepts in a progressive way. Instead of presenting students with an assessment that is pass or fail, right or wrong, Marzano Scales recognize what a child already knows, and creates a clear model of what the child is expected to understand by the end of the year. Each assessment was developed over the course of a year, with my own students as the first test subjects. They have been tested, revised, and put together in a very thorough and comprehensive way to ensure that every implicit and explicit component of the standards are addressed.  At the bottom of this page you will find the resources I used to design assessment questions aligned to the Common Core standards. 

 

Recording the date creates a record of when a child becomes proficient in each level. This record has been a useful conversation tool for parent conferences, student portfolios, and making instructional decisions about which students should advance, and which ones need extra instruction in an area.  Some students will take weeks to master one standard, and others will complete the entire assessment in one day. Since this format is designed to scaffold skill mastery, it can be used as a pre-assessment and a post-assessment. This is recommended so that children can see their progress in a concrete way and celebrate each success!

 

In grades 5-8, the left column provides space for students to record numerical answers to questions. It is organized this way so that teachers can quickly review students’ answers for accuracy. For a more in-depth look at a student’s thinking or explanations, you can  examine the work individually.
It is my sincere hope that you find the Scaled Assessments to be a useful and high-quality tool for improving your students’ progress!

 

For FREE copies of these Assessments to try in your classroom, click on the Freebies tab above!

 

Mrs L Signature

 

 

 

 

 

 

 

 

 

Resources I used to create my Scales:

 

Marzano, R. J. (2010). The NEW art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Common Core State Standards © Copyright 2010 National Governors Association Center for            Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org

 

Arizona’s College and Career Ready Standards – Mathematics (2013). Arizona Department of Education.  http://www.azed.gov/standards-practices/mathematics-standards

 

Progressions for the Common Core State Standards in Mathematics © Copyright 2012 The Common Core Standards Writing Team.  http://ime.math.arizona.edu/progressions/ 

 

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