K-12 Language Proficiency Scales (0-4)

K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
K-12 Language Proficiency Scales (0-4)
Grade Levels
Resource Type
Product Rating
2 ratings
File Type

PDF (Acrobat) Document File

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3 MB|31 pages
Product Description
*These are ready-made 0-4 proficiency scales (based on the research of Robert Marzano) for ALL of the K-12 Language standards found in the following clusters:

Capitalization and
Language Conventions
Context Clues
Word Origins and Roots
Reference Materials
Word Relationships

This is a great opportunity for teachers to measure student mastery of standards and also see what the standard looks like at the lower and upper grade levels for quick and easy differentiation.

Once a teacher has identified essential
knowledge and skill elements from the
CCSS and created target, simpler, and
complex learning goals for them, he or
she can insert those learning goals into a
proficiency scale. A proficiency scale
presents knowledge or skills as a
continuum of simpler, target, and
complex goals that students sequentially
work toward.

the target learning goal has been inserted at the 3.0
level of the scale, the simpler learning
goal has been placed at the 2.0 level of
the scale, and the complex learning goal
is used for the 4.0 level of the scale. The
scale contains two additional wholepoint
scores (1.0 and 0.0) and four halfpoint
scores (0.5, 1.5, 2.5, 3.5). The
descriptors for these scores do not
change from scale to scale. That is, the
only content that changes from one scale
to the next is the 2.0, 3.0, and 4.0
content. The half-point scores are used
to indicate that a student has moved
beyond one whole-point score on the
scale but is not yet demonstrating
proficiency at the next whole-point
score. For example, a score of 3.5
indicates that a student correctly
answered or performed 2.0 and 3.0
items and tasks, but only earned partial
credit on score 4.0 items or tasks. A
score of 2.5 indicates that a student has
correctly answered all the items or
correctly performed all the tasks
regarding the 2.0 content, but has only
correctly answered some of the items or
correctly performed some of the tasks
regarding the 3.0 content. A score of 1.5
indicates that a student has earned
partial credit on items or tasks involving
2.0 content but missed all other types of
items. A score of 1.0 indicates that a
student missed all the items and tasks on
an assessment when working on it
independently but was able to
demonstrate partial proficiency on 2.0
and 3.0 content with help from the
teacher. In other words, the first time the
student completed the assessment, she
was unable to correctly answer any
items or complete any tasks. However,
when the teacher sat down with the
student and used cues, prompts,
questions, and other supports, the student
was able to answer or complete some of
the 2.0 and 3.0 items or tasks. A score of
0.5 indicates that in the same situation
(no success independently, so the
teacher provides support), a student had
partial success with 2.0 items and tasks
only. A score of 0.0 indicates that even
with the teacher’s help, the student was
not successful with any of the content.
Total Pages
31 pages
Answer Key
Rubric only
Teaching Duration
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