Educational Leadership - November 2011

tion to just noting this overall grade, teachers can include the bar graphs. That way, parents and students can see how much the student has learned about each measurement topic and ascertain the student’s strengths and most pressing needs. Teachers can also apply proficiency scales to such areas as homework, cooperation, and personal responsibility (Marzano, 2010).

Recommendation 3:

Expand the assessment options available

and partial understanding and so on.

Unobtrusive Assessments

When a teacher uses an

2. 34 to 2. 49 = C+

2. 17 to 2. 33 = C
of 3.0 content, the student

2.00 to 2. 16 = C-
receives a score of 2. 5. If the

1. 84 to 1.99 = D+
teacher determines that the

1. 67 to 1. 83 = D
student responds accurately

1. 50 to 1. 66 = D-
to little 2.0 and 3.0 content

0.00 to 1. 49 = F
independently but demon-
For example, the stu-
strates partial understanding
dent whose bar graphs in
of this information with some
mathematics are depicted in
cueing and prompting, the
Figure 1 has an average score
student receives a score of 1.0,
of 2. 17, which translates to
a letter grade of C. In addi-
unobtrusive assessment, the
observed student might not
even be aware that he or she
has been assessed. For exam-
ple, assume that a physical
education teacher has devel-
oped a proficiency scale for
the overhand throw. Score 2.0

content might involve some of the simpler aspects of this skill, such as proper stance

and arm position. Score 3.0 content—the target level of performance—might involve the coordinated timing of

to students.

hip rotation and forward arm Proficiency scales allow for three power- Demonstrating

ful classroom assessments that won’t work if the teacher uses the 100-point scale in isolation.

knowledge gain
can be intrinsically

movement. Score 4.0 content would indicate an advanced level of performance, which might involve adapting the procedure to account for varying desired throwing distances.

Armed with this proficiency scale,

Probing Discussions

When using a probing discussion,

motivating to students.

the teacher walks onto the playground
during lunch and observes a student
a teacher meets with a student and
executing the overhand throw, meeting
questions him or her about the
the target level of performance just as
measurement topic, making sure to
it was taught. The teacher could record
ask questions that involve 2.0 content,

3.0 content, and 4.0 content. The
this score of 3.0 as an unobtrusive
teacher determines the student’s level of assessment.

teacher has the flexibility to continue
asking questions until he or she is
confident about a student’s level of
proficiency. At the end of the discus-
sion, using the proficiency scale, the
performance.