Formative Assessment & Standards-Based Grading. Robert J. Marzano
Formative
Assessment &
Standards-Based
Grading
 |
Robert J. Marzano |
THE CLASSROOM STRATEGIES SERIES
Copyright © 2010 by Marzano Resources
Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher and the author.
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Library of Congress Control Number: 2009908602
ISBN: 978-0-9822592-2-1 (paperback)
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Managing Production Editor: Caroline Wise
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Cover Designer: Pamela Rude
AKNOWLEDGMENTS
Marzano Resources would like to thank the following reviewers:
Larry Ainsworth
Executive Director, Professional Development
The Leadership and Learning Center
Englewood, Colorado
Susan M. Brookhart
Consultant
Brookhart Enterprises
Helena, Montana
Kay Burke
President
Kay Burke and Associates
Greensboro, Georgia
Tony Frontier
Associate Professor
Cardinal Stritch University
Milwaukee, Wisconsin
Douglas B. Reeves
Chairman
The Leadership and Learning Center
Salem, Massachusetts
Mike Schmoker
Author and Consultant
Flagstaff, Arizona
Visit MarzanoResources.com/classroomstrategies to download reproducibles from this book.
CONTENTS
| Italicized entries indicate reproducible pages. | |
| ABOUT THE AUTHOR | |
| INTRODUCTION | |
| How to Use This Book | |
| CHAPTER 1 | RESEARCH AND THEORY |
| Feedback | |
| Assessment | |
| Grading | |
| Translating Research Into Classroom Practice | |
| CHAPTER 2 | THE ANATOMY OF FORMATIVE ASSESSMENT |
| Types of Classroom Assessments | |
| Uses of Classroom Assessments | |
| The Importance of Changing Behavior | |
| Summary | |
| Exercise 2.1: Obtrusive, Unobtrusive, and Student-Generated Assessments | |
| Exercise 2.2: Instructional Feedback Versus Formative Scores | |
| Exercise 2.3: Review Questions | |
| CHAPTER 3 | THE NEED FOR A NEW SCALE |
| The 100-Point Scale | |
| A Rigorous Rubric-Based Approach | |
| Using Preexisting Assessments | |
| Summary | |
| Exercise 3.1: Simpler and More Complex Content for Learning Goals | |
| Exercise 3.2: Scoring Assessments Using the Scale | |
| Exercise 3.3: Review Questions | |
| CHAPTER 4 | DESIGNING ASSESSMENTS |
| Selected-Response Items in Obtrusive Assessments | |
| Short Constructed-Response Items in Obtrusive Assessments | |
| Designing and Scoring Assessments Using Selected-Response and Short Constructed-Response Items | |
| Extended Constructed-Response Items in Obtrusive Assessments | |
| Oral Responses in Obtrusive Assessments | |
| Demonstrations in Obtrusive Assessments | |
| Unobtrusive Assessments | |
| Student-Generated Assessments | |
| Summary | |
| Exercise 4.1: Designing Selected-Response Assessment Items | |
| Exercise 4.2: Designing Extended Constructed-Response Tasks and Demonstration Tasks | |
| Exercise 4.3: Review Questions | |
| CHAPTER 5 | TRACKING STUDENT PROGRESS |
| Approach 1: Summative Score Assigned at the End of the Grading Period | |
| Approach 2: Gradual Accumulation of a Summative Score | |
| Approach 3: The Whole Class Progresses as One | |
| Approach 4: Continual Improvement Throughout the Year | |
| Celebrating Current Status and Knowledge Gain | |
| The Role of Technology | |
| Summary | |
| Exercise 5.1: Record Keeping in the Four Approaches | |
| Exercise 5.2: Review Questions | |
| Gradesheet for Approach 1 | |
| Gradesheet for Approach 2 | |
| Continual Progress Report | |
| CHAPTER 6 | GRADING AND REPORTING |
| The Overall Grade | |
| Changing School and District Report Cards | |
| Summary | |
| Exercise |