Element 5
Formal Assessments of Individual Students
Elements 4 - 5 have a focus on Assessment
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 various strategies to conduct frequent formal assessments of individual students in order to provide them with clear feedback that will help them improve their understanding of the content. When her classroom observations reveal that one of her students seems to be struggling with the assessments, she seeks alternative forms of assessment that provide the student with different ways to demonstrate his understanding.
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3
Applying
I use formal assessments of individual students to determine students’ proficiency with specific content and I monitor the extent to which students respond to assessment-guided feedback & instruction.
A teacher conducts frequent formal assessments of individual students and records their scores in the grade book. He provides them with clear feedback about their progress and his monitoring of their assessment scores allows him to refine his classroom instruction for further improvement.
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2
Developing
I use formal assessments of individual students to deter- mine students’ proficiency with specific content, but I do not monitor the effect on students.
A teacher conducts frequent formal assessments of individual students and records their scores in the grade book. She provides students with clear feedback about their progress, though she does not monitor whether students respond to that feedback with improved understanding of the content.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher conducts formal assessments of individual students and records their scores in the grade book, but he does not frequently use those assessments to provide students with helpful feedback about their progress toward learning goals.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher does not use assessments that address the content that is being taught.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Data Collection Classroom: Middle School
Teacher: Bridget Webster
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Click this link to view the video.
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Types of Assessments
Description:
In this video, Dr. Robert Marzano identifies three different types of assessment: obtrusive, unobtrusive, and student generated. He explains that all instruction stops during obtrusive assessment, while during unobtrusive assessment the normal flow of the activity is not interrupted. Finally, a student generated assessment the most underused assessment, requires the most upfront planning, but has the potential to be transformational in a classroom.
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A Data-Driven Focus on Student Achievement
Description:
In this video, experts Dr. Marzano and Dr. Beverly Carbaugh introduce and discuss "Domain 1: A Data-Driven Focus On Student Achievement" of the School Leader Evaluation Model, with specific attention to Element 4. Element 4 states that, "The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students
Click this link to view the video
For Copyright reasons, this link will only work if you are logged into your D49 account.
A Data-Driven Focus on Student Achievement
Description:
In this video, experts Dr. Marzano and Dr. Beverly Carbaugh introduce and discuss "Domain 1: A Data-Driven Focus On Student Achievement" of the School Leader Evaluation Model, with specific attention to Element 2. Element 2 states that, "The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving achievement of individual students within the school."
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
A Data-Driven Focus on Student Achievement
Description:
In this video, experts Dr. Marzano and Dr. Beverly Carbaugh introduce and discuss "Domain 1: A Data-Driven Focus On Student Achievement" of the School Leader Evaluation Model, with specific attention to Element 5. Element 5 states that, "The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed."