From the presentation: Creating & Using Proficiency Scales Tied to Missouri Visual Art Standards
"Proficiency scales articulate learning progressions and are organized in a visual chart that can be used as a learning tool in the classroom."
Handbook for Developing and Using Proficiency Scales in the Classroom
What is a proficiency scale?
A proficiency scale is a table used by teachers and students to determine the student’s current level of progress toward meeting the standard.
Proficiency scales indicate student achievement as it relates to a given standard and use a four-point system where a score of 3.0 indicates proficiency within a standard. In other words, a student receiving a score of 3.0 has met the standard. A general description of each score level is below:
4.0 In addition to meeting the standard, the student demonstrates applications that go beyond what was taught in class. The score of 4 is reserved for occasions
where the student has gone above and beyond to demonstrate mastery of the skill.
3.0 The student has demonstrated proficiency in the skill or standard. The student has met the standard.
2.0 The student has gained an understanding of the vocabulary and simpler processes of the standard.
1.0 With help, the student can achieve partial success with the vocabulary and the simpler processes involved in the standard.
0.0 There is little or no evidence of the student having met the standard.
Students may also be assessed with half-point increments such as 1.5, 2.5, and 3.5.
Handbook for Developing and Using Proficiency Scales in the Classroom
What is a proficiency scale?
A proficiency scale is a table used by teachers and students to determine the student’s current level of progress toward meeting the standard.
Proficiency scales indicate student achievement as it relates to a given standard and use a four-point system where a score of 3.0 indicates proficiency within a standard. In other words, a student receiving a score of 3.0 has met the standard. A general description of each score level is below:
4.0 In addition to meeting the standard, the student demonstrates applications that go beyond what was taught in class. The score of 4 is reserved for occasions
where the student has gone above and beyond to demonstrate mastery of the skill.
3.0 The student has demonstrated proficiency in the skill or standard. The student has met the standard.
2.0 The student has gained an understanding of the vocabulary and simpler processes of the standard.
1.0 With help, the student can achieve partial success with the vocabulary and the simpler processes involved in the standard.
0.0 There is little or no evidence of the student having met the standard.
Students may also be assessed with half-point increments such as 1.5, 2.5, and 3.5.
To set-up a proficiency scale, you have to first define your expectations. We tie everything closely to standards, and start there. I find if you already have a scoring guide written for teachers, it can help to have that as a place to jumpstart thinking about what you want to see from students.
- First you unpack the skills from the standard: what will they need to do to meet the standard?
- Next, determine the quality of the performance of the skills: how well will they need to do it?
- Then, breakdown how to show competence: what does mastering the skill look like?
- Finally, define background info and content needed to get to the skill: what do they need to know about and how does that build to the skill?
This information helps determine our target for mastery and to write the proficiency scale levels. As you start to use this information to write your proficiency scale, keep in mind these tips:
- Be sure to use student friendly language that includes the parts that lead to success. I like to use "I can.." statements to help write through a student voice.
- Be sure it is related to the learning goal or objective of the standard and connected to the type of assessment evidence you are using.
- Be sure you have established what type of evidence you will be applying the proficiency scale to.
Five Steps to Write the Scale:
- Determine the language of level 3.0 (the target learning goal).
- Determine the vocabulary related to the target learning goal and write it in level 2.0.
- Determine prerequisite knowledge and skills that scaffold to the target learning goal and write it in level 2.0
- Determine if there are typical supports that help students practice the skill in a familiar situation when learning your target goal. Add these details to level 1.0 or leave the language here as "With help, I can do some of the skills from level 2.0 or 3.0. With help, I can recall information and facts from level 2.0."
- Discuss how a student might demonstrate a level 4.0 performance. Keep the wording here open for unanticipated, student-led paths of exploration in unpredictable situations. If there is a skill that naturally comes next after the target goal, include that here.
Examples of High School Art Proficiency Scales:
We are very much at the beginning of this work and as we all know, the more you use something or teach something, the better it gets. I would love to hear any feedback you have if you are using proficiency scales or see examples you are using with students.