Learning Goals and

Scales

Foundation of the Lesson

• The starting place for all effective instruction is designing and communicating clear learning goals

• Scales provide a clear direction for students• Scales set the stage for assessments and provide

students with effective feedback

Writing Effective Learning Goals

• State what students should learn over the course of a unit

• Derived from the content standards• Broken down into Declarative and Procedural

Knowledge• Students will understand X• Students will be able to Y

Well Written Goals Are…

• Challenging but attainable by students• Designed at different levels of complexity

Learning Goal Example

• Students will understand the dynamics involved in stretching specific muscles and be able to demonstrate proper form

Scales• Level 3 is your Target Goal for the class• Leveled 1-4 in a hierarchy• Build in complexity utilizing Marazno’s New

Taxonomy of Knowledge Utilization

Goals to Scales• Write your targeted learning goal based upon

your content standard • Identify knowledge that is easier than the

targeted learning goal• Identify knowledge that is more complex than the

targeted learning goal

Learning Goal Example

• Targeted Goal: Students will be able to multiply a two-digit number by another two-digit number

• Easier Goal: Students will be able to multiply a two-digit number by a one-digit number

• Complex Goal: Students will be able to multiply a number with three or more digits by a two-digit number

Marzano’s New Taxonomy of Knowledge

Utilization

Level of Difficulty Mental Process

Level 4: Knowledge Utilization Decision making

Problem solving

Experimenting

Investigating

Level 3: Analysis Matching

Classifying

Analyzing errors

Generalizing

Specifying

Level 2: Comprehension Integrating

Symbolizing

Level 1: Retrieval Recognizing

Recalling

Executing

Adapted from: Marzano, R.J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory

Level of Difficulty Learning Goal Sample Activities

Level 4: Analysis and Knowledge Utilization

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text and compare and contrast these individuals, events, ideas or concepts.

Level 3: Comprehension Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (RI.5.3)

Level 2: Retrieval Describe an individual, event, idea, or concept in a historical, scientific, or technical text based on specific information in the text.

Level 1: With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Adapted from: Schmidt, R. (2012). 5 steps to creating successful common core scales for student learning. Marzano Research Laboratory. Retrieved from http://www.marzanoevaluation.com/FLDOE/article/5-steps-to-creating-successful-common-core-scales-for-student-learning.

Strand:

Topic:

Grade:

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

 

Sample Activities

 

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

 

Score 3.0 The student:   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  

performs basic processes, such as:o  

 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.

Strand: Topic: Color Theory

Grade: First Grade

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Identify and describe work(s) of major artists who employ color theory as part of the overall design of their artwork and utilize it for a specific purpose.

Sample Activities Research at least two different artists

or art movement and compare and contrast their use of color.

Create a work of art in the style of a self-researched artist or movement

that employs color theory.   3.5 In addition to score 3.0 performance, in-depth inferences and

applications with partial success. 

Score 3.0 The student will understand basic color theory and be able to describe and correctly employ color relationships in a personal work of art. Create and define the characteristics of a monochromatic

work of art Create and define the characteristics of a work of art

utilizing complementary colors Create and define the characteristics of a work of art

utilizing analogous colorsThe student exhibits no major errors or omissions.

Create a Monochromatic self-portrait based upon the style of Pablo Picasso.

Create a Pop Art painting with complementary colors in the style Andy Warhol.

Create an underwater landscape diorama utilizing analogous colors.

  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 Primary Colors, Secondary Colors, Tertiary Colors, Analogous Colors, Complementary Colors, Tint, Tone, Shade

performs basic processes, such as:o Create secondary colors by mixing the primary

colors o Create shades, tints and tones of the primary colorso Identify primary, secondary and tertiary colors on a

color wheelHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Read the book “Mouse Paint” and create secondary colors from primary colors.

Create a tertiary color wheel. Create a shading chart. Read the book “Good Night Moon”

and create a drawing of an object that casts a shadow.

  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. Student recognizes color names but is unable to correctly classify

them independently. Student is unable to correctly describe color combinations that

lead to the creation of new colors independently. Student is unable to identify or correctly arrange color

relationships on a color wheel indpendently.  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.

Marzano Research Laboratory Proficiency

Scale Bank • Proficiency Scale Bank

• http://www.marzanoresearch.com/

Resources • Marzano, R.J. (2009). Designing & teaching learning goals &

objectives. Bloomington, IN: Marzano Research Laboratory• Marzano, R.J., Brown, J.L. (2009). A handbook for the art and

science of teaching. Alexandria, VA: ASCD• Marzano, R.J., Yanoski, D. C., Hoegh, J.K, & Simms, J.A. (2013).

Using common core standards to enhance classroom instruction & assessment. Bloomington, IN: Marzano Research Laboratory

• Marzano Research Laboratory. (2013). [Proficiency Scales Data Bank] Retrieved from http://itembank.marzanoresearch.com/search.aspx

• Shmidt, R. (2012). 5 steps to creating successful common core scales for student learning. Marzano Research Laboratory. Retrieved from http://www.marzanoevaluation.com/FLDOE/article/5-steps-to-creating-successful-common-core-scales-for-student-learning