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Transcript of Proficiency Scales
...focus on MERIT not DEMERIT (what's there versus what's missing)
Questions there is not an answer to:
How many levels?
What should each level be measured?
What level is "mastery"?
"When my students leave my classroom at the end of their time with me, it is most important that they leave better at..."
Some searches to try:
Targets for Today
explain the structure and purpose of a proficiency scale
identify "big learning" around which to craft a proficiency scale
locate or create a proficiency scale and strategize how to make it useful for student learning
New knowledge? Engage.
Old knowledge? Deepen.
Won't work? Adapt.
Attend to personal needs.
Support the learning of others.
Be solution-oriented, not problem-addicted.
Segment 1: Foundations
Segment 2: Skills
Segment 3: Find or Build
Draw a stick figure.
Now make that stick figure sad.
With the person next to you, generate a checklist of characteristics of a stick figure.
This is a sad stickfigure.
If a student were to read our checklist, would this have seemed like a possibility?
What a SCALE is:
A tool for COMMUNICATING, MONITORING and REFLECTING on progress toward greater proficiency at a complex skill.
What a SCALE is NOT:
A tool for determining a percentage or letter grade.
When used properly
a proficiency scale can
students to better understand their own learning and what is expected of them
What do you notice about the TOOL Sarah is using and the WAY she uses it?
How you use it matters more than what you call it.
"scales are for skills"
"rubrics are for requirements"
What does it look like when...
...they have no training in the skill?
...they have received some training and had a little practice?
...they are just starting to attempt the skill on their own?
...they are becoming more fluent at the skill?
...they can perform the skill independently?
...they go beyond what you've taught them?
Another way to consider it:
point at it
use it fluently
innovate about it
blend it with other its
connect it with other its
...increase in cognitive complexity and application as levels increase
...maintain parallel language; build on itself
...use language students are expected to use
...enable a student to "look up the scale" to the next level to know what to do to improve
...have a top tier that represents
high skill and proficiency that only the rarest few will reach within your charge
The question there IS an answer to:
What GRADE or PERCENTAGE does each level correspond to?
Please, please don't assign permanent letter grades or percentages to levels on the scale. The scale is about movement and growth. Grades are about rating a performance for permanent record.
An "A" performance at the beginning of the year should not look the same as an "A" performance at the end of the year.
is a scale for?
is a scale for?
can a scale be used?
might a scale be empowering?
can you find some?
do you use them?
scale, rubric, proficiency level descriptions
Marzano Research Laboratory
make a free account
>>Proficiency Scale Bank
OR...build your own!
(think cognitive, not necessarily affective)