1. Writing Score 2.0 Ravalli County Curriculum Consortium August 13, 2009 Marzano Research Laboratory
We have defined what the student should be able to do.
What if they can’t do it all?

2. 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

3. 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

4. Applying the taxonomy to writing Score 2.0
Generally, Score 2.0 items will fall into the Retrieval level
However, it depends on the grade level and skills or knowledge being assessed
The rule is that the 2.0 is a simpler level or process than the 3.0

5. Writing Score 2.0 Score 2.0 is derived from score 3.0
They are simpler details and processes associated with the score 3.0 elements
Score 2.0s either identify necessary components of the score 3.0 (foundational knowledge) or simpler versions of the score 3.0
In most cases, you want a 2.0 element for each 3.0 element

6. Writing Score 2.0 Score 2.0s use 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:

7. 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

8. 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

9. 4 Techniques for Writing Procedural Score 2.0
Use the hierarchy of procedural knowledge
Behavioral Scale – using prompts
Performing the steps of a procedure
Procedural Declarative

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

11. 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

12. 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

13. 2. 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 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

14. 3. 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 thorwing a football one at a time but cannot put it together and do it fluently )

15. 4. 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

16. Declarative 2.0
Generally, declarative score 3.0 is written at the Comprehension, Analysis or Knowledge Utilization level
Then, the corresponding score 2.0 will be at the Retrieval level
Typically, Score 2.0 is written as:
recognizing or recalling accurate statements about…
recognizing or recalling examples of…

17. 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

18. Don’t include score 4.0 in the rubric Include score 4.0 in the rubric
Pros
Cons
Allows student and teacher to use creativity to design task/assessment
Doesn’t limit student and teacher to only what is written on the rubric
Allows for just about anything to be used to demonstrate knowledge
Lack of guidance may cause teachers to forget gifted students
May limit the use of the rubric to only score 3.0 and 2.0
Teachers may have difficulty assessing a demonstration of knowledge that is not clearly defined by the rubric
Pros
Cons
Puts emphasis on learning beyond what was taught by setting a target for the student
Provides guidance for gifted student and teachers of gifted students
Makes assessment clear for the teacher
Tendency to limit student and teacher to what rubric says, easy to forget that element is only a suggestion
Rubric is designed to limit and focus instruction at the score 3.0 and 2.0 level; use of the rubric shouldn’t change in the middle

19. If the district decides to include score 4
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

20. Questions, comments, concerns?