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Proficiency Scales

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by

Mark Gardner

on 30 September 2014

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Transcript of Proficiency Scales

A Well-Constructed Proficiency Scale will...
...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"?
REVIEW
WHO
WHAT
WHEN
What matters
"When my students leave my classroom at the end of their time with me, it is most important that they leave better at..."
Proficiency Scales
WELCOME!

WHERE
Some searches to try:
HOW
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
Norms
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.

Agenda
Segment 1: Foundations
Segment 2: Skills
Segment 3: Find or Build
Quickdraw:
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
empower
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?
SCALES
vs.
RUBRICS
growth
achievement
formative
summative
open-ended
delineated
monitoring
defining
How you use it matters more than what you call it.
"scales are for skills"
"rubrics are for requirements"
Level 5
Level 4
Level 3
Level 2
Level 1
A
B
C
D
F
=
?
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:
identify
understand
apply
synthesize
define it
point at it
explain it
describe it
use it fluently
use it
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
exceptionally
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.
BE FLUID.
L5
L4
L3
L2
L1
L0
A
B
C
D
A
B
C
A
B
C
D
F
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?
WHY
might a scale be empowering?
WHERE
HOW
can you find some?
do you use them?
scale, rubric, proficiency level descriptions
Marzano Research Laboratory
make a free account
>Free Resources
>>Proficiency Scale Bank
OR...build your own!
most?
(think cognitive, not necessarily affective)
Feedback...
Full transcript