The Handbook for the New Art and Science of Teaching. Robert J. Marzano
usually using student-generated assessments.
For this strategy, teachers can use one or more of these different approaches to generating summative scores for a specific proficiency scale.
Charting Student Progress
Students set goals relative to a specific scale at the beginning of a learning period and track their scores on that scale, using a chart the teacher provides, such as that in figure 1.7.
The teacher can then assign a summative score to the student for the scale at the end of the learning period.
Charting Class Progress
In this strategy, the teacher uses a whole-class tracking chart to get a snapshot of the percentage of students who scored at proficient or above for a particular assessment. See figure 1.8 for an example.
Individual teachers or teams of teachers can use these aggregated data to identify future instructional emphases. If the data indicate that an insufficient percentage of students in a particular grade level are at or above the designated performance standard, then teachers at that grade level might mount a joint effort to enhance student progress for the learning goal.
Source: Marzano, 2010.
Figure 1.7: Student progress chart.
Source: Marzano, 2010.
Figure 1.8: Class progress chart.
Monitoring Element 2
Specific student responses and behaviors allow the teacher to determine whether this element is being implemented effectively and producing the desired effects.
• Students can describe how they have progressed on a particular proficiency scale.
• Students periodically update their status on a proficiency scale.
• Students can describe what they need to do to get to the next level of performance.
Use this list to monitor student responses to element 2.
To monitor your own use of this element, use the scale in figure 1.9 in combination with the reproducible “Tracking Teacher Actions: Tracking Student Progress” (page 24). As with other proficiency scales, level 3 or higher is the goal.
Figure 1.9: Self-rating scale for element 2—Tracking student progress.
The following examples describe what each level of the scale might look like in the classroom.
• Not Using (0): A teacher does not track student progress or encourage students to track their own progress. Each unit’s final grade is based on a single assessment or the average of a number of assessments.
• Beginning (1): A teacher hands out a chart to her students and tells them that they can track their progress toward a goal using the scores from different assignments. However, the students are uncertain about what they need to do to improve their status. Students resist completing the activity regularly because they don’t see a good reason to write down their scores when the teacher already does so in her gradebook.
• Developing (2): A teacher uses a formative approach to assessment to measure how well his students understand the content. He designs a proficiency scale for the unit or set of lessons, and creates assessments for 2.0, 3.0, and 4.0 content. The teacher shares the proficiency scale with the class and explains how assessments will correlate to the levels of the scale. However, he makes little or no attempt to determine the extent to which students are aware of their status and growth on the scale.
• Applying (3): A teacher uses various types of assessments to track student progress on the scale throughout the unit. She systematically meets with students to discuss their growth and what they can do to move to the next level of the scale.
• Innovating (4): A teacher uses different types of assessments to measure student progress on the scale. While most students seem to understand how to use the scale and how they are progressing, a few seem confused or uninterested in tracking their progress. The teacher periodically meets with these students to help them understand how they are doing and what they can do to increase their relative position on the scale.
Element 3: Celebrating Success
An effective educator provides students with recognition of their current status and their knowledge gain relative to the learning goal. Research has shown that reinforcing students’ effort increases student achievement (Hattie, Biggs, & Purdie, 1996; Kumar, 1991; Marzano, 2018; Schunk & Cox, 1986; Stipek & Weisz, 1981). Helping students see a direct relationship between how hard they work and how much they learn is an important part of reinforcing effort (Deci, Koestner, & Ryan, 2001; Deci, Ryan, & Koestner, 2001; Marzano, 2007). Element 3 focuses on celebrating to emphasize effort and growth. There are three strategies within this element.
1. Status celebration
2. Knowledge gain celebration
3. Verbal feedback
The following sections will explore each strategy to provide you with guidelines to effectively implement this element. Read through each before creating a plan for your classroom. Teachers may use the strategies individually or in combination. Remember, these are not merely activities to be checked off; they are methods of creating a practice that combines your art with the science of celebrating success. Reflect on your use of each strategy by filling out the “Strategy Reflection Log” on page 331.
Status Celebration
The teacher celebrates each student’s final status (or summative score) at the end of each unit (or at any point in time). Perhaps the teacher recognizes all the students who achieved a final score of 3.0, all the students who achieved a final score of 3.5, and all the students who achieved a final score of 4.0. Following are examples of status celebrations.
• Certificates: Hand out certificates to students who achieved their end-of-term goal during a special recognition ceremony at the end of a quarter or semester.
• Snack parties: Host a snack party during lunch, during recess, or after school for students or classes who achieved a particular goal for the term.
• Success banners or posters: Have students sign and draw pictures on a banner that commemorates individual or class achievements at the end of the term.
• Student honor roll: Post the names of students who achieved final scores of 3.0, 3.5, and 4.0 for a particular learning target or unit on a class website or in the classroom.
• Field trip: Allow students to participate in an educational, end-of-term field trip. Perhaps consider allowing students to brainstorm possible destinations. If possible, choose destinations that relate to the topics covered over the course of the unit or term.
• Friday Fun Club: One Friday a month, allow students who achieved a particular final score on a unit to spend the last hour of the day or class period playing academic games.
• Film Club: Invite students who achieved a particular score on a unit to attend the screening of a film that relates to the content covered in class. The club could convene at the end of a school day or over the course of one class