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Score 3.0

Score 3.0. The rubric uses a 4 point scale 3.0 represents what you want the student to know and be able to do This means that a student can do all of the processes and knows all of the knowledge that was explicitly taught over the course of a unit. Score 2.0.

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Score 3.0

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  1. Score 3.0 • The rubric uses a 4 point scale • 3.0 represents what you want the student to know and be able to do • This means that a student can do all of the processes and knows all of the knowledge that was explicitly taught over the course of a unit

  2. Score 2.0 • 2.0 means the student gets and can do the simpler details and processes that were taught • But, the student is not able to do the more complex processes and does not know the more complex information • So, the student gets and can do the simpler stuff, but not the harder stuff

  3. Writing Score 2.0 • Score 2.0 uses the following stem: “There are no major errors or omissions regarding the simpler details and processes as the student: • recognizes or recalls basic terminology such as: • performs basic processes such as:

  4. Terminology • At this step, define the basic vocabulary that the student needs to know • Complete the rubric by listing samples of the vocabulary appropriate to understand the Score 3.0 content • Not every rubric has to have vocabulary

  5. Score 2.0 Elements • 2 types of knowledge • Procedural • Knowing how to do something • Declarative • Knowing something • If the Score 3.0 is procedural, than the 2.0 should be as well • If the Score 3.0 is declarative, then the Score 2.0 is declarative

  6. 6 Techniques for Writing Procedural Score 2.0 • Use the hierarchy of procedural knowledge • Simpler Version of a Complex Procedure • Application vs. Demonstration of the procedure • Behavioral Scale – using prompts • Performing the steps of a procedure • Procedural Declarative

  7. 1. Using the Hierarchy Procedural knowledge has a hierarchy • Processes • Macroprocedures • Skills • Tactics • Algorithms • Single Rules COMPLEXITY

  8. The Hierarchy of Procedural Knowledge • Macroprocedures • Highly complex procedures, with many subcomponents • Tactics • Complex procedure, with fewer subcomponents • Algorithms • Procedures with very specific steps and very specific outcomes • Single rules • One step procedure, one IF-THEN rule

  9. Using the Hierarchy • When you write procedural 2.0’s, you may move down the hierarchy from the procedural 3.0 • If the 3.0 involves a macroprocedure: • For example: Write a short constructed response • You may move to a lower complexity procedure, like an algorithm • For example: complete a graphic organizer of a short constructed response

  10. Simpler Version of a Complex Procedure • Typically, the expectation or learning goal for Score 3.0 fairly complex, with more complex steps and challenging numbers, or concepts For Example: graphsproblems in the slope intercept form (e.g., 5x-2y=10) • Score 2.0 may involve doing simpler versions of the same procedure–think of practice problems designed to practice and master the procedure. These can be used as Score 2.0 type problems. For Example: graphs simple equations in the slope intercept form (e.g., y=2x+3) • Use examples of the type of problem on both the 2.0 and 3.0 to differentiate between them.

  11. Application vs. Demonstration of a Procedure • When the Score 3.0 involves the application of a procedure (e.g., solving a word problem or editing a for capitalization)… • The score 2.0 could be a demonstration of the procedure (e.g., solving a problem or demonstrate the proper capitalization of…)

  12. 3. Behavioral Procedures • When the procedure is behavioral in nature, you may choose to use a slightly different form of the scale: • Score 4.0 – performs the procedure in a new context or assists others in performing the procedure • Score 3.0 - performs the procedure independently without prompting • Score 2.0 – performs the procedure with a group or class prompt • Score 1.0 – performs the procedure with an individual prompt

  13. 4. Performing the steps of a procedure • When the student is performing a skill that is the sum of a set of steps performed fluently: • Score 3.0 could be that the student performs the skill fluently (e.g., long division, throwing a football) • Score 2.0 could be that the student performs the steps of the procedure in isolation (e.g., performs the steps of long division or throwing a football one at a time but cannot put it together and do it fluently )

  14. 5. Procedural Declarative • If the procedure is so simple that it cannot be broken down any further, the 2.0 could be that the student knows information about the procedure • Score 3.0 – the student does long division • Score 2.0 – the step lists the steps to long division • This could also be true when writing Score 4.0 – Declarative knowledge about the procedure could be used to go above and beyond

  15. 3 techniques for writing Declarative Score 2.0 • Writing the expectation at a lower taxonomic level • Identifying the foundational knowledge necessary to achieve score 3.0 • Using vocabulary as foundational knowledge

  16. Lower Taxonomic Level • Typically, Score 3.0 is written at a Comprehension, Analysis or Knowledge Utilization level • Score 2.0 can be written at a lower taxonomic level, typically Retrieval • This looks like: the student can “recognize or recall isolated details about or examples of the knowledge” expected at Score 3.0

  17. Foundational Knowledge • Score 2.0 can also be written to identify the foundational knowledge that a student needs to have in order to successfully meet the expectation at score 3.0 • Keep in mind that score 2.0 should represent new knowledge for the student. Do not repeat learning from previous grade levels.

  18. Vocabulary • At times, knowing the vocabulary may be all the foundational knowledge that a student needs • In this case, do not write any basic processes, just complete the vocabulary section of the scale

  19. Score 4.0 Elements • Score 4.0 elements involve anything that a student does that is above and beyond what is taught in class • This can include finding out new information, making new generalizations from learned knowledge, applying the information in a new way and demonstrating knowledge in a way that is more than what is expected from other students or ANYTHING above and beyond what was taught

  20. Include score 4.0 in the rubric Don’t include score 4.0 in the rubric

  21. If the district decides to include score 4.0, it must be made very clear, in the rubric and in implementation training, that the included elements ARE ONLY SUGGESTIONS! • Students must have the guidance and opportunity to go above and beyond in any way that the teacher approves

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