Measurement Topics

David C. YanoskiDirector of Standards

Development Marzano Research Laboratory

Our Project…

The Scale4 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

The rubric or scale - simplified

4.0 Learning above and beyond what was taught

3.5

3.0 The Learning Goal – What you expect the student to know or be able to do

2.5

2.0 The Simpler Stuff – Foundational knowledge, partial knowledge or simpler procedures

1.5

1.0 The Student Needs Help to perform

.5

0.0 The Student can’t do anything

The MRL Standards Scale Document

Strand: Government (Broad Category of Learning) Measurement Topic: Checks and Balances (Specific Learning or Skill being measured)

Grade: 8 (Grade Level) Score 4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Demonstration of learning beyond what was taught

Sample Tasks or Daily Learning Objective Classroom activities or assessments used to demonstrate student progress or Daily Learning Goals

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0 The expected learning

The student: describes the role of the Supreme Court in checking the power and

authority of the Legislative and Executive Branches Element: Grade level specific subdivision of Measurement Topic The student exhibits no major errors or omissions.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls specific terminology such as:

o judicial review, unconstitutional Vocabulary essential to understanding the Score 3.0 Learning goal performs basic processes, such as:

o recognizing and recalling accurate statements about the role of the Supreme Court in checking the power of the Legislative and Judicial branches

Score 2.0 element: simpler version of the Score 3.0 content at a lower taxonomic level However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content

Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

0.5 With help, a partial understanding of the 2.0 content but not the 3.0 content

Score 0.0 Even with help, no understanding or skill demonstrated.

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 necessary5. Pilot and Use! Design Assessments, Assess

student learning, Report student progress

5 easy(?) steps to writing and using Standards Scales

MondayMeasureme

nt Topics

TuesdayScore 3.0Sample Tasks

WednesdayScore 2.0Sample Tasks

ThursdayScore 4.0?

FridayFASBG

Next Steps

Summer Scale Development Institute

• MRL reviews and provides feedback on scales

• IVC to share comments 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/handbook for scales

Final Product

Teachers use scales to assess student

progress and learning

USE!

Revision and Feedback Phase

Writing Measurement Topics

Measurement Topic vs. Daily Learning Objective

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 Measurement Topic Measurement Topic

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Daily LearningObjective

Based on your content knowledge and expertise, the Essential Measurement Standards, and the California Content Standards……What are the 25-35 essential topics that all students have to know and master in your subject area and at your grade level?

Writing Measurement Topics

Content/

Strand

EMS EMS EMS

Measurement Topic Measurement Topic 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

Using the Essential Measurement Standards to write Measurement Topics

Are you asking the student to know or do more than one thing in each expectation? If you are, break the expectation down into 2-4 smaller pieces.

Content Topic/Strand:

Essential Measurement Standard Essential Measurement Standard

Essential Measurement Standard

Essential Measurement Standard

What do you expect the student to know about this topic?

These are your Measurement Topics.

Content Area: Grade Level/Course:

For each course, limit the number of measurement topics to 25-35

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

Measurement Topics…The Rules

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 25-35 topics in a year. Having more topics becomes covering content for content’s sake, not teaching for learning

Why only 25-35? There is so much more important stuff!

Essential

Supplemental

Nice to Know

Standards Benchmarks can be divided into 3 categories…

Heflebower, based on O’Connor

IF YOU HAVEN’T WRITTEN THE ESSENTIAL MEASUREMENT STANDARDS…

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 25-35

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

Forward design

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 25-35 essential or supplemental groupings

Backward Design

Content Topic/Strand:

These are your Measurement Topics.

Content Area: Grade Level/Course:

Create a list of Measurement Topics for each course

Keep in mind that the list will change! It doesn’t have to be perfect!

Your Task…