Scoring the Assessments Each assessment contains an answer key and rubric. The answer key provides information about the level of each question, the correlation with the Saskatchewan curriculum, a short rubric where applicable, and the correct final answers. There are no associated with each item; items are “points” scored correct or incorrect. The overall level of achievement for the student is determined by the pattern of responses on the levelled items. These are based on the work of R. Marzano (2007). Items have been selected to address each of these levels in both the pre- and post-assessments. The rubric may be used in many ways, for example: Share the rubric with students so that they can understand what they have to learn the rubric with parents to assist in reporting student progress up to Level 1 up to 2 up to Level 3 up to Level 4 There is a partial No errors or No major errors or In addition to level 3 understanding of omissions omissions performance, some of the regarding the regarding any of inferences and Description of simpler details and simpler details or the information applications go processes. processes, but and/or processes beyond what was Levels: major errors or that were explicitly explicitly taught. Prior knowledge is (based on omissions taught. understood. Marzano, 2007) regarding the This is the target complex processes level for may be present. proficiency. Bloom’s Levels Prior Knowledge ----Knowing/Understanding-------Applying, Analyzing--- Evaluating, Creating-------- Use the rubric levels to determine the learning progression of content/skills Rubric levels assist in planning using an Understanding by Design approach Formative assessments can be based on the learning targets found in the rubric.
Scoring the Assessments Each assessment contains an answer key and rubric. The answer key provides information about the level of each question, the correlation with the Saskatchewan curriculum, a short rubric where applicable, and the correct final answers. There are no “points” associated with each item; items are scored correct or incorrect. The overall level of achievement for the student is determined by the pattern of responses on the levelled items. These are based on the work of R. Marzano (2007). Items have been selected to address each of these levels in both the pre- and post-assessments. up to Level 1 up to 2 up to Level 3 up to Level 4 Description of Levels: (based on Marzano, 2007) There is a partial understanding of some of the simpler details and processes. Prior knowledge is understood. No errors or omissions regarding the simpler details or processes, but major errors or omissions regarding the complex processes may be present. No major errors or omissions regarding any of the information and/or processes that were explicitly taught. This is the target level for proficiency. In addition to level 3 performance, inferences and applications go beyond what was explicitly taught. Bloom’s Levels Prior Knowledge ----Knowing/Understanding-------Applying, Analyzing--- Evaluating, Creating-------- The rubric may be used in many ways, for example: Share the rubric with students so that they can understand what they have to learn the rubric with parents to assist in reporting student progress Use the rubric levels to determine the learning progression of content/skills Rubric levels assist in planning using an Understanding by Design approach Formative assessments can be based on the learning targets found in the rubric.
n3-1post-teacher.docx