4-Point Scale “Levels of Knowing” “Levels of Action” Students... Teachers... 4 Achieve the learning target consistently Provide exemplars to Mastery Show high levels of accuracy/quality students and support Identify and correct mistakes independently staff Demonstrate, connect, or apply skills and knowledge regularly, Model “4” work when applicable before assessment Make a “4” attainable 3 Achieve the learning target with some variability or inconsistency for every student on Proficiency Produce accurate or quality work with some variability or every assessment inconsistency (differentiation) Often complete tasks with independence or with minimal guidance, Put the structures, assistance, or redirection with some variability or inconsistency time, and materials in Complete tasks without major errors or omissions regarding any of place for students to the information or processes explicitly taught achieve a 4 Identify and correct mistakes with minimal to no prompting Prompt students to identify and correct Approximate the standard or learning target mistakes when 2 Complete tasks, but with substantial assistance, guidance, necessary Developing redirection, or reteaching Post-assessment Complete task, but without major errors or omissions regarding the model correction of simpler details or processes. major errors or Complete tasks with major errors or omissions regarding the omissions regarding complex processes complex processes Identify mistakes with help. Post-assessment Perform inconsistently major and Struggle to demonstrate the learning target minor errors on 1 Cannot achieve the learning target without substantial assistance simple and complex Emergent Cannot start tasks without assistance processes Partially understand simpler details and processes with substantial Post-assessment help provide opportunity Do not follow task while it is explained for student to re-learn Do not identify mistakes and re-assess Contact home for 0 0/M/I Do not start the task, even with assistance on summative Incomplete/ Do not demonstrate understanding or skill assessments Missing Do not clearly demonstrate the skills or does so too rarely to show Contact home when progress. students repeatedly Do not submit task fail to complete formative assessments Course grades are based 100% on summative performance.
4-Point Scale “Levels of Knowing” Students... “Levels of Action” Teachers... 4 Mastery Achieve the learning target consistently Show high levels of accuracy/quality Identify and correct mistakes independently Demonstrate, connect, or apply skills and knowledge regularly, when applicable Provide exemplars to students and support staff Model “4” work before assessment Make a “4” attainable for every student on every assessment (differentiation) Put the structures, time, and materials in place for students to achieve a 4 Prompt students to identify and correct mistakes when necessary Post-assessment model correction of major errors or omissions regarding complex processes Post-assessment major and minor errors on simple and complex processes Post-assessment provide opportunity for student to re-learn and re-assess Contact home for 0 on summative assessments Contact home when students repeatedly fail to complete formative assessments 3 Proficiency Achieve the learning target with some variability or inconsistency Produce accurate or quality work with some variability or inconsistency Often complete tasks with independence or with minimal guidance, assistance, or redirection with some variability or inconsistency Complete tasks without major errors or omissions regarding any of the information or processes explicitly taught Identify and correct mistakes with minimal to no prompting 2 Developing Approximate the standard or learning target Complete tasks, but with substantial assistance, guidance, redirection, or reteaching Complete task, but without major errors or omissions regarding the simpler details or processes. Complete tasks with major errors or omissions regarding the complex processes Identify mistakes with help. Perform inconsistently Struggle to demonstrate the learning target 1 Emergent Cannot achieve the learning target without substantial assistance Cannot start tasks without assistance Partially understand simpler details and processes with substantial help Do not follow task while it is explained Do not identify mistakes 0/M/I Incomplete/ Missing Do not start the task, even with assistance Do not demonstrate understanding or skill Do not clearly demonstrate the skills or does so too rarely to show progress. Do not submit task Course grades are based 100% on summative performance.