A proficiency scale is often wrongfully considered a tool to help change grading practices. This might be because they are often considered a necessity for implementing standards-based grading practices in the classroom.

The truth is, the proficiency scale is most beneficial as a tool for measuring a learner's level of proficiency, or what we refer to as their status. How far have they come in the learning progression established by the proficiency scale? Too often, educators believe that to use the proficiency scale effectively, they must modify their reporting mechanisms to align with the tool. This, while logical, is also not factual. One can report status in any terms or units their community prefers. 

Here is a metaphor to help explain what I mean. Just as a ruler can be used to measure how far an object has traveled, we can actually report out using various units. For instance, we could report how far an object has moved in inches, feet, centimeters, meters, furlongs, or spans. The same tool can give us a multitude of ways to report. 

A proficiency scale functions in much the same way. Instead of measuring distance traveled, it measures a student's progress through the learning process. What is their current status on their learning journey, moving from not knowing, to knowing, to understanding the content that is the goal of our instruction? We can utilize this knowledge of status to determine the next steps for the individual learner. And just like a ruler, you do not need to use a specific measurement unit. You can convert the scale measurement to percentages, letter grades, statements, or any unit that supports what your community expects or desires. Dr. Marzano has developed a conversion scale that enables the transition from a set of proficiency scale scores to letter grades and percentages. It can be accessed here (link). It is intentionally an editable document, allowing you to adjust the scales to suit your needs. You want a 3.0 to be a 93 for your system; shift the column to align. 

In simple terms, when it comes to status, both educators and learners are attempting to answer two questions associated with the learning progression. With the evidence gathered as a result of an assessment in hand, they ask, "Can I determine that the learner/myself can retrieve the acquired foundational knowledge and demonstrate an understanding of the concept, or can execute the strategy with no major errors or omissions?"

If the answer is yes, then it can be considered evidence of proficient levels of learning for the critical content. If the answer is no, the second question is considered: "Can I determine that the learner/myself has acquired the foundational knowledge and can retrieve it?" If the answer is yes, the learner's status is knowledgeable. They are at Scale Level 2.0 in the progression. In this case, the teacher's line of instruction is to help them continue to retrieve knowledge, summarize their understanding, and apply it to make a decision, solve a problem, design an experiment, or any of the other knowledge application skills identified within the Marzano Academies Instructional Model. If you are a full subscriber, you can access the Instructional Impact Guides (folios) and videos for Element IIIf - Engaging Students in Cognitively Complex Tasks through your Library.

If the learner is unable to retrieve the foundational knowledge, they have a status below Scale Level 2.0, and the teacher’s line of instruction is to continue assisting the learner in building their knowledge on the subject. This building requires the learner to acquire and encode the important facts, information, and details they use to construct knowledge. If one does not know it, one cannot apply it. It is an essential step for the learner. To facilitate the acquisition phase of learning, a teacher can direct the learner's attention to critical details, review the material, and help the learner refine their thinking. 

In subsequent blogs, we will continue to deconstruct why and how scales are used to design assessments, proactively plan instruction, and adaptively execute plans to ensure learners receive what they need to feel challenged and improve their status in the learning progressions of your identified critical content. The first and third Friday of the month will focus on the why – the theories and principles of teaching and learning that drive the need for clarity, evidence, and successful feedback. The second and fourth Fridays will provide the how: “use-it-tomorrow” guides for how to apply the theories and principles in your classroom. Remember, while we offer insights into how, only you know your context and what can work in your classroom. So feel free to adjust the strategies to meet your learners. Drop your ideas in the Learning Hub Community Channels to receive feedback from other CBE implementers, including Marzano Academies Faculty and Dr. Marzano himself.

If you are interested in discussing more regarding using the proficiency scales as a tool for determining status and not just as a grading tool, join the Learning Hub and post in the Community Channels, register to attend an office hour, or direct message within the Learning Hub Faculty.