Transcript Score 3.0 and the New Taxonomy - Re

Score 3.0 and the New Taxonomy
Measurement Topic Review…
The goal of yesterday’s work was to identify
or list up to 35 topics that you are choosing
to assess student progress on
 This can be accomplished by “unpacking” the
EMS – identifying the individual item in each
statement that you want to measure
 In other words – looking for the “nouns that
you want to measure” (Thanks, Rod!)

Determining the list of topics is an important
first step to scale development – you can’t
develop scales unless you know what you are
going to measure!
 The use of the graphic organizer is optional in
this process – if simply making a list works for
your group – do it
 Some examples of the use of the graphic
organizer…
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Content Area: MATH
Grade Level/Course: Algebra 1
Content Topic/Strand:
What do you expect the student to know about this topic?
EMS
Measures of Polygon sides and
Angle
EMS
Congruency and similarity
EMS
Triangle Inequality Theorem
EMS
Properties of transversals, circles
and quadrilaterals
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.
Measure of Sides of
triangles and polygons
Theorems of Congruency
and Similarity
Parallel lines and
transversals
Measure of angles of
triangles and polygons
Solving Problems using
congruency
properties of quadrilaterals
Proving congruency and
similiarity
properties of circles
These are your Measurement Topics.
Content Area: Social Studies
Grade Level/Course: World History
Content Topic/Strand:
What do you expect the student to know about this topic?
ESM
Causes of the Cold War and the
competition for influence 10.9.2
EMS
The end of WWI 10.6.1
EMS
WWII 10.8.3
Causes of the Cold War
World positions on the
Treaty of Versailles
Allied and Axis Powers
Competition for influence
Terms of the Treaty of
Versailles
Significant events of WWII
Fourteen Points
Political Decisions regarding
the war
Rejections of League of
Nations
Geographic Impacts
These are your Measurement Topics.
EMS
Industrialization 10.3.1
Remember that the topic list does not have to
be perfect – as you develop scales, you may
decide to change, combine or split topics
 Don’t talk this list to death! As Dr. Marzano
would say – “just do it!” Developing the scales
will give you an opportunity to revisit topics
 Get a list in place and move on to the next
step!

WRITING SCORE 3.0
Writing Score 3.0 elements
 What
is a Score 3.0 element?
The target goal
 Score 3.0 defines the content that
is explicitly taught in class under a
measurement topic
 This is what you expect a student
to know and be able to do
 Score 3.0 represents the parts of
the curriculum that are being
assessed

Learning Goals vs. Learning Tasks
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Score 3.0 elements are written in the form of learning goals, not
learning tasks or activities
Learning goals specify the content or skills that the student is
expected to know or do
Learning tasks or activities are the classroom activities that a
student does in order to accomplish or be assessed on the
learning goal.
The simple test for a goal vs. a task – can a student be assessed in
multiple ways on the element? If so, the element is a goal
Examples
Goal
The student describes the division of the
country during the Civil War
Task or activity
The student creates a map showing the states
that formed the Confederacy and those that
stayed in the United States
Measurability
 3.0
elements must be measureable:
 Observable or Quantifiable
Makes predictions about reading
 The teacher can observe a student
doing this
 Performs 10 push-ups with proper form
 The teacher can count the number of
pushup and observe proper form
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Not Measureable
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The student enjoys independent reading
Specificity of Elements
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Elements must be written so that a teacher who is unfamiliar with
the process and unfamiliar with the curriculum, knows what the
student is expected to know or be able to do and can accurately
assess a student!
Avoid terms that can’t be easily defined or allow for subjective
interpretation (e.g., enjoys, thinks, considers, discover)
Any terms that do allow for subjective interpretation must be
defined – examples are the easiest to provide a definition
Examples can be used to provide specificity (e.g.,…) and also to
define terms within the element
Examples
Non-Specific
Monitors own reading for
comprehension
Specific
Employs self-monitoring strategies while reading (e.g.,
predicting, confirming, rereading)
Differentiation of Elements
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Elements must be written to show a increasing level of
complexity as the grade level increases
If the element remains the same through several grade levels,
examples must be provided to differentiate each level
For Example – ELA will frequently assess the same reading
strategies (e.g., inference) at multiple grade levels, but…
the complexity of the expectation or text will change. Give
examples of what the inference looks like, or use examples of
grade level appropriate text to differentiate
High Expectations
Score 3.0 should set high expectations for students
 The knowledge expected should be complex –
expecting a deep understanding of the facts and
the big picture, not just the isolated facts
 Use verbs that demand high expectations from the
student – see verb charts
 For procedures, define the level of procedure you
want to student to master

Constructing Score 3.0
The student:
 1. taxonomically appropriate verb
 2. knowledge or skill
 3. tool or strategy
 Describes the role of photosynthesis in
providing energy for a plant
 Measures the volume of a liquid using a
graduated cylinder
Place what you want to measure first in
the element!
Unidimensional scales
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For each measurement topic, we are going to write one
(maybe 2 if you beg!) Score 3.0 element
Each element should measure only one individual piece of
knowledge or skill
If the topic requires more than one (or 2) elements, then
break the topic into two or more new topics to maintain
unidimensionality
Remember, you can’t measure it all! You will have to make
decisions about what to include and measure and what not
to include and measure.
Why Unidimensional Scales?
Each scale will have only ONE (two if you beg!)
unique piece of skill or knowledge being measured
 Unidimensional scales make measurement easier
and more accurate
 The creation of unidimensional scales does result in
the creation of more scales, but measures the same
amount of content as a multidimensional scale and
is much easier to use.

Daily Learning Objectives
• Ultimately, the Daily Learning Objective
can be a part of the scale – use the right side
of the scale
• It is not necessary to identify these right
now – each teacher may arrive at the target
goal (score 3.0) via a different path – or set
of DLOs – the key is that all teachers have
the same target goal!
Marzano and Kendall, 2008
THE NEW TAXONOMY
Overview of the New Taxonomy
 Level
6 – Self-System Thinking
 Level 5 – Metacognition
 Level 4 – Knowledge Utilization
 Level 3 – Analysis
 Level 2 – Comprehension
 Level 1 – Retrieval
Retrieval
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Executing
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Recalling
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Performing procedures
Producing information on demand
Recognizing
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Determining whether information is
accurate, inaccurate or unknown
Retrieval
Process
Definition
Example activity
Executing
The student can perform procedures
without significant errors
Provide the next number in the
sequence: 7,11,14,18,21,___?
Recalling
The student can produce information
on demand
Label the diagram of the cell
The student can determine whether
provided information is accurate,
inaccurate or unknown
Which of the following did not land on
the moon?
A. Neil Armstrong
B. Buzz Aldrin
C. Michael Collins
Recognizing
Retrieval Verbs
Process
Possible Verbs
Executing
•Use
•Demonstrate
•Show
•Make
•Complete
•Draft
•Create
Recalling
•Exemplify
•Name
•List
•Label
•State
•Describe
•Who
•What
•Where
•When
Recognizing
•Recognize (from a list)
•Select (from a list)
•Identify (from a list)
•Determine if the following Statements are true
Your Turn! - Retrieval
With the group at your table , come
up with a sample task utilizing:
 Recognizing
 Recalling
Level 2 - Comprehension
Symbolizing
 Construct symbolic
representations of
information
 Integrating
 Identify basic structure of
information

Comprehension
Process
Definition
Example activity
Symbolizing
Depicting the critical aspects
of knowledge in a pictorial
form
Diagram the structure of the 3
branches of the U.S.
government
Integrating
Identifying the critical or
essential elements of
knowledge
Summarize the main causes of
the Civil War
Comprehension Verbs
Process
Possible Verbs
Symbolizing
•Symbolize
•Depict
•Represent
•Illustrate
•Draw
Integrating
•Describe how or why
•Explain ways in which
•Describe the key parts of
•Paraphrase
•Describe the effects
•Summarize
•Describe the relationship between
•Show
•Use models
•Diagram
•Chart
Your Turn! - Comprehension
 With
the group at your table,
come up with a sample task
utilizing:
 Symbolizing
 Integrating
Level 3 - Analysis
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Specifying
 Identify logical consequences of information
Generalizing
 Construct new principles or generalizations based
on information
Analyzing Errors
 Identify errors
Classifying
 Identify categories to which information belongs
Matching
 Identify important similarities and differences
Analysis
Operation
Definition
Example activity
Specifying
Making and defending predictions about
what might happen
Predict the impact of a 5 degree
change in temperature on the Earth
and explain the prediction
Generalizing
Inferring new generalizations from
known knowledge
Based on what you know, why do
humans build settlements where they
do?
Analyzing Errors
Identifying logical or factual errors in
knowledge
Examine candidate’s campaign
literature to find errors or
overgeneralizations
Classifying
Identifying superordinate and
subordinate categories to which
information belongs
Organize the following countries into
3 different regions
Identifying similarities and differences
Compare and contrast the foreign
policy of the U.S. under Presidents
Clinton and Bush.
Matching
Analysis Verbs
Process
Possible Verbs
Specifying
•Make and defend
•Predict
•Judge
•Deduce
•What would have to happen
•Develop an argument
•Under what conditions
Generalizing
•Generalize
•What conclusions can be
drawn
•What inferences can be
made
•Create a generalization
•Create a principle
•Create a rule
•Trace the development of
•Form conclusions
Analyzing
Errors
•Revise
•Edit
•Evaluate
•Identify errors
•Identify problems
•Identify issues
•Diagnose
•Critique
•Assess
Analysis Verbs
Process
Possible verbs
Classifying
•Classify
•Organize
•Sort
•Identify a broader category
•Identify categories
•Identify different types
Matching
•Categorize
•Compare and Contrast
•Differentiate
•Discriminate
•Distinguish
•Sort
•Create analogy
•Create metaphor
Your Turn! - Analysis
With the group at your table, come up with a
sample task utilizing:
 Specifying
 Generalizing
 Analyzing Errors
 Classifying
 Matching
Level 4 – Knowledge Utilization
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Investigating
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Experimenting
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Testing an hypothesis using data collected by the
student
Problem Solving
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Testing an hypothesis using the assertions and
opinions of others
Using information to accomplish a goal for which
obstacles or limiting conditions exist
Decision Making
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Using information to make a decision
Knowledge Utilization
Process
Definition
Example Activity
Investigating
Generate a hypothesis and use the
assertions and opinions of others to test
the hypothesis
Generate a hypothesis and
research what might happen to
the polar ice caps if the
temperature of the earth rose
5 degrees
Experimenting
Generating and testing a hypothesis by
conducting an experiment and collecting
data
Generate and test a hypothesis
about the growth of plants in
various medium
Problem solving
Accomplishing a goal for which obstacles
exist
Determine the best strategy for
accomplishing peace in the
world
Decision Making
Selecting among alternatives that initially
appear to be equal
Choose the best site for a new
airport from 3 alternatives.
Explain your decision.
Knowledge Utilization Verbs
Process
Possible Verbs
Investigating
•Investigate
•Research
•Find out about
•Take a position on
•What are the differing features of
•How/Why did this happen
•What would have happened if
Experimenting
•Experiment
•Generate and test
•Test the idea that
•What would happen if
•How would you test that
•How would you determine if
•How can this be explained
•Based on the experiment, what can be
predicted
Problem-Solving
•Solve
•Adapt
•Develop a strategy to
•Figure out a way to
•How would you overcome
•How will you reach your goal to
Decision-Making
•Decide
•Select the best among
alternatives
•Which of these is most suitable
•What is the best way
Your Turn! – Knowledge Utilization
With the group at your table, come up with
sample tasks utilizing 1 or 2 of the
Knowledge utilization processes…
 Investigating
 Experimenting
 Problem-Solving
 Decision – Making
Level 5 - Metacognition
These are not assessed in the typical classroom
 Monitoring Accuracy
 The student is able to determine their own level of accuracy
 Monitoring Clarity
 The student is able to determine how clear their understanding is
 Process Monitoring
 The student is able to monitor their own progress toward a
specific goal
 Specifying Goals
 The student is able to specify learning goals and develop a plan to
achieve them
Level 6 – Self Systems Thinking
These are not assessed in the typical classroom
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Examining motivation
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Examining Emotional Response
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The student identifies his or her own emotional response to the
learning
Examining Efficacy
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The students identifies his or her own level of motivation towards
learning
The student identifies beliefs about his or her ability to improve
competence or understanding
Examining Importance
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The student identifies how important the learning is and the reasons
behind this belief
Your Task…
Begin writing the target goal, or Score 3.0, for
each of the topics you identified
 Each topic will be defined by its own scale
 Electronic copies of the scale are available on the
flash drive provided to the team (I have more if
we need them!)
 Cut and paste the blank scale to add new scales
to the document
 Save the document with a file name specifying the
name of the course

Technical stuff…
You will work in cross high school content
teams – you are creating a system!
 Each content team has a flash drive with a
variety of info:

Blank scales
 Blank Worksheets
 Taxonomy Information
 Scale Handbook
 Copies of each PowerPoint
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Use the flash drive to create and store your
work
Create a folder on the drive with the name of
each course you are developing
 Store all work in the folder
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At the end of the week, I will transfer copies
of the file to my flash drive to take back to the
office – a copy of your work will remain here