A Handbook for Developing and Using Proficiency Scales in the Classroom by Hoegh Jan K.;Heflebower Tammy;Warrick Philip B.;

Author:Hoegh, Jan K.;Heflebower, Tammy;Warrick, Philip B.;
Language: eng
Format: epub
Publisher: Marzano Resources
Published: 2019-09-15T00:00:00+00:00

Explaining How Assignments Relate to Learning Goals

Finally, the use of proficiency scales in the classroom can help students see the connection between learning targets on the proficiency scale and the activities and assignments that are part of daily opportunities to learn. Many learners question why they have to complete a certain assignment at a given time. Absent this understanding, some learners believe that a teacher gives assignments to keep learners busy and quiet, or that assignments are given merely so that grades can be established for report card purposes.

In a classroom where scales are the basis of instruction and learning, the teacher strives to build students’ understanding that activities and assignments are opportunities to increase knowledge related to a learning target on a scale. In order to form this understanding, learners need to see the relationship between each activity or assignment and specific language on a scale. Therefore, it is helpful for a teacher to explicate this connection for students initially. A teacher may say something like, “Today I am asking you to complete the matching activity for text features to ensure you are able to do the second learning target on our text features proficiency scale.”

A second means of making this connection is to ask students why they are participating in a particular activity. If a student is able to respond, “This activity will help me master the second learning target on the proficiency scale,” he or she has clearly made the connection between the scale and activities or assignments.

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