Element 2
Tracking Student Progress
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
A teacher uses different types of assessments to measure student progress on the scale. While most students seem to understand how the scale is meant to be used 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.
Hover for Example
3
Applying
I track student progress, and I monitor the extent to which my actions affect student learning.
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.
Hover for Example
2
Developing
I track student progress, but I do not monitor the effect on student learning.
A teacher uses a formative approach to assessment to measure how well his stu- dents 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.
Hover for Example
1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher hands out a chart to her students and tells them that they can track their progress towards 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.
Hover for Example
0
Not Using
I am unaware of strategies and behaviors associated with this element.
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.
Hover for Example
What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: 2nd Grade
Teacher: Erin Reid
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Strategies In Action - Video 1: Tracking Student Progress
Grade: 6
View the Strategies in Action video for tracking student progress. As an enhancement, access the debrief tool.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Tracking Student Progress
Grade: 3
Description:
View the Strategies in Action video for tracking student progress. As an enhancement, access the debrief tool titled, Strategies In Action - Video 5: Tracking Student Progress (Grade 3) Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Learning Targets & Tracking Student Progress
Grades: 6-8
Description:
View the Strategies in Action video for providing learning goals (targets) and performance scales and tracking student progress. As an enhancement, access the debrief tool titled, Strategies In Action - Video 36: Learning Targets & Tracking Student Progress (Grades 6-8) Debrief.
Click this link to view the video
For Copyright reasons, this link will only work if you are logged into your D49 account.