PROFICIENCY SCALES AND COGNITIVE

LEVELINGKim Hanisch, Director of Instruction

Feb. 17th, 2017

Goals: Participants will be able to4 Develop a multi-standard cognitively leveled proficiency scale drive

instruction and support progress monitoring

3 Develop a cognitively leveled proficiency scale to drive instruction and support progress monitoring

2 • Describe the value of proficiency scales• Explain a simple taxonomic proficiency scale

1 • Define rigor• Use Marzano’s taxonomy to match standard verb with level of rigor• Define proficiency scale

Defining Terms: Rigor and Taxonomy

■ Rigor is the intensity or type of learning (which informs your instruction)

■ Taxonomy is the tool that is used to show the progression of rigor.

Why are each of the statements false?– Rigor means more work– Rigor means the work is harder– Rigorous standards ensures a rigorous course– Rigor is a matter of content– Younger students cannot engage in rigorous learning– Rigor is only possible after students have mastered the basics– Rigor is for the Elite

Demonstrate what happens in your brain when …

Practice

■ Students will Find measures of central tendency: mean, median, and mode. (S.ID.2)

■ What is the level of rigor? Defend your answer.

Practice

■ Students will Find measures of central tendency: mean, median, and mode. (S.ID.2)

■ What is the level of rigor? Defend your answer.

How are we progressing toward goal?

4 Develop a multi-standard cognitively leveled proficiency scale drive instruction and support progress monitoring

3 Develop a cognitively leveled proficiency scale to drive instruction and support progress monitoring

2 • Identify the key parts of a simple taxonomic proficiency scale• Describe the value of proficiency scales• Explain ways in which a person may develop a cognitively leveled

proficiency scale1 • Define rigor

• Use Marzano’s taxonomy to match standard verb with level of rigor

Practice and Apply with Rigor

■ SC2.1 using a dichotomous key to classify animals and plants into groups using external or internal features.

Taxonomy Level Assessment (verb) samples

Score 4

Score 3

Score 2

Score 1

…Address'Situa-ons'&'Issues' …Clarify'Phenomena'&'Events'

Decision'Making'Select&from&among&

seemingly&equal&alterna3ves!

Situa-onal'Problem'Solving'

Accomplish&a&goal&for&which&obstacles&exist!

Inven-on'Develop&a&new&product/process&that&fulfills&a&perceived&need!

Experimental'Inquiry'Offer&and&test&explana3ons&for&

what&is&observed!

Inves-ga-on'Historical+Projec/ve+Defini/onal!Resolve&confusions&related&to&

concepts&or&events!

Systems'Analysis'Explain&parts&of&a&system&

and&how&changing&one&part&influences&others&

• Select&the&best&alterna-ve&• &Generate&criteria&to&select&• &What&is&the&best&way&• Which&has&the&most&suitable&

• Figure&out&a&way&to&• Given&the&condi-ons/obstacles,&how&will&you&reach&your&goal&&&

• Create&a&new&way&to&• Devise&something&that&will&• Change&the&way&• Improve&this&situa-on&with&a&new&&

•  If…..then…&•  What&can&be&predicted&•  What&would&happen&if&•  How&would&you&determine&if&•  How&can&this&be&explained&

• What&actually&happened&when&• &What&would&have&happened&if&• &Resolve&the&confusion&about&• &What&will&happen&if&• &Construct&a&defini-on&of&

• Explain&purpose&of&system&• Describe&how&parts&affect&each&other&• What&would&happen&if&this&part&changes&

…Similari-es'&'Differences' …Arguments'&'Asser-ons …Logical'Inferences'

Comparing'Iden3fy&similari3es&

&&differences&among&items&and&

ideas!

Classifying'Group&items&according&to&similari3es

Analogical'Thinking'Show&similar&

rela3onships&for&items&across&domains

Analyzing'Perspec-ves'

Iden3fy&reasons&&&logic&for&perspec3ves&on&an&

issue

Construc-ng'Support'

Build&support&for&asser3ons&or&opinions

Analyzing'Errors'in'Reasoning'Iden3fy&logical&or&factual&errors

Deduc-ve'Reasoning'Apply&general&

statements&to&specifics;&draw&conclusions

Induc-ve'Reasoning'Draw&general&

conclusions&from&mul3ple&specifics&

• &Compare&• &Contrast&• &Differen-ate&• &Discriminate&• &Dis-nguish

•  &Sort&•  &Categorize&•  &Organize&&

• Create&an&analogy&for&• __&is&to&__&&as&&&&&&&&&&&__&is&to&__&• Show&the&same&paLern&in&both&&

• Clarify&the&reasons&for&•  Iden-fy&the&logic&behind&• Find&out&why&someone&might&think

• &Take&a&posi-on&on&• &Defend&your&&&&&posi-on&on&• &Explain&your&reasons&&• &Offer&arguments&for&

• Ques-on&the&validity&of&• Listen&to&insure&• Assess&• Expose&fallacies&in&

• Make&and&defend&• Predict&what&will&happen&• Complete:&If…then&• Because&this&is&A,&what&do&you&know&

• &Create&a&principle&• &Create&a&rule&• &What&conclusions&&&&&can&be&drawn

Taxonomy&&Adapted&from:&&Dimensions&of&Learning&(Marzano&&&Pickering);&The&New&Taxonomy&of&Educa-onal&Objec-ves&(Marzano&&&Kendall)&

Symbolizing:'Construct&symbolic&representa3ons&of&informa3on' Integra-ng:'Iden3fy&basic&elements/structure&of&knowledge'

• &&Symbolize&• &&Represent&• &&Draw/Illustrate&

• &&Show&the&organiza-onal&paLerns&in&• &&Diagram&to&highlight&• &&Chart&

• &&Describe&how&or&why&• &&Iden-fy&the&key&parts&of&&• &&Trace&the&development&of&ideas&in&

• &&Describe&in&your&own&words&the&effects&• &&Explain&ways&in&which&• &&Paraphrase,&Summarize&

Recognizing:'Iden3fy&informa3on&related&to&targeted&knowledge' Recalling:'Produce&informa3on&related&to&targeted&knowledge' Execu-ng:'Carry&out&a&mental&or&physical&procedure'•  Select&•  True,&False&•  Match&

•  Iden-fy&•  Point&to&

•  State&•  Describe&•  Explain&the&major&

•  Who,&what,&when&where&•  How,&why&•  List,&name&

•  Read&•  Write&•  Demonstrate&

•  Add,&Subtract&•  Mul-ply,&Divide&•  Solve&for&

•  Complete&•  Use&•  Perform&

USING'KNOWLEDGE:'Genera-ng'&'Tes-ng'Hypotheses'to…'

ANALYZING'KNOWLEDGE:'Examining'&'Genera-ng….'

COMPREHENDING'KNOWLEDGE'

RETRIEVING'KNOWLEDGE'

Practice and Apply with Rigor

■ SC2.1 using a dichotomous key to classify animals and plants into groups using external or internal features.

Taxonomy Level Assessment (verb) samples

Score 4

Score 3 Analysis Compare/Contrast

Score 2

Score 1

Proficiency Scale is:

■ When learner goals have been articulated, in scale format, the teacher and students have clear direction about instructional targets as well as descriptions of levels of understanding and performance for those targets.

The Art and Science of Teaching, Marzano (2007)

Why Proficiency Scales?

Could be:

Score 4.0

The student deepens understanding by … The student (taxonomic level above proficiency):

Score 3.0

The student (verb with aligned rigor or taxonomic level):

The student (taxonomic level at proficiency):

Score2.0

The student begins to practice and apply with minimal help

The student (taxonomic level below proficiency):

Score 1.0

With help, partial success at score 2.0 The Student (taxonomic level below score 2.0)

SC2.1 using a dichotomous key to classify animals and plants into groups using external or internal features.

Next Step: “Verb” to Objectives

Analyze■ What is the

Taxonomic Level of Score 3.0?

■ What are the taxonomic levels of Score 2 objectives?

Unit: Cells

What do you notice?1) Draw a line to associate what is

within the scale to the standards2) Use the taxonomy sheet to align:

(Why is Compare/Contrast at 3.0 and not 2.)?

3) What was the thought process behind the development of this?

4) What would you score in PowerTeacher Pro?

How to make your own (collaboratively)■ Determine the ‘generic’ proficiency scale based upon rigor.

■ Write the standard as score 3.0– If a ‘meaty’ standard, break apart into each piece (objectives)■ Brainstorm: If wanting students to demonstrate a 3.0, what are all the ’things’ they will have to

know and be able to do before this? (think about your scaffolded lesson planning)■ Cognitively arrange your brainstormed list ■ Refer to your generic proficiency scale– Which are aligned with score 1 rigor?– Which are aligned with score 2 rigor?– What is the sequencing/scaffolding of learning you will probably follow within each score? – Arrange as a hierarchy within your proficiency scale■ Score 4– What is the level of rigor?– What might you ask students to do to demonstrate score 4 learning?

Work Time

Stretch Goal – Unit Proficiency Scale

■ Look at all standards– Are any related in a way that you might teach them together?– Are any pre-requisites or foundational for others?– Cognitively level (if ‘meaty’ break apart first)

Work Time