1. Learning Goals
and Scales

2. Foundation of the Lesson
• The starting place for all effective instruction is
designing and communicating clear learning goals
• Scales provide a clear direction for students
• Scales set the stage for assessments and provide
students with effective feedback
• When created and implemented correctly,
Learning Goals and Scales can provide a 34%
increase in student achievement

3. Writing Effective Learning
Goals
• State what students should learn over the course of
a unit
• Derived from the content standards
• Broken down into Declarative and Procedural
Knowledge
• Students will understand X
• Students will be able to Y

4. Well Written Goals Are…
• Challenging but attainable by students
• Designed at different levels of complexity

5. Learning Goal Example
• Students will understand the dynamics involved in
stretching specific muscles and be able to
demonstrate proper form

6. Design Questions
Proficiency
Scale
Level 4: Utilize
DQ4
4
Level 3: Analysis
DQ3
3
Marzano’s Taxonomy
Level 2: Comprehension
Level 1: Retrieval
DQ2
DQ2
2
1

7. Scales
• Scales are all about increasing Rigor
• Leveled 1-4 in a hierarchy with Level 3 being the
Target Goal
• Build in complexity utilizing Marzano’s New
Taxonomy of Knowledge Utilization
• Scales should last between1 and 3 weeks

8. Marzano’s New Taxonomy of Knowledge Utilization
Level of Difficulty
Mental Process
Level 4: Knowledge Utilization
Decision making
Problem solving
Experimenting
Investigating
Level 3: Analysis
Matching
Classifying
Analyzing errors
Generalizing
Specifying
Level 2: Comprehension
Integrating
Symbolizing
Level 1: Retrieval
Recognizing
Recalling
Executing
Adapted from: Marzano, R.J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory

9. Goals to Scales
• Write your targeted learning goal based upon your
content standard
• Identify knowledge that is easier than the targeted
learning goal
• Identify knowledge that is more complex than the
targeted learning goal

10. Learning Goal Example
• Targeted Goal: Students will be able to multiply a
two-digit number by another two-digit number
• Easier Goal: Students will be able to multiply a twodigit number by a one-digit number
• Complex Goal: Students will be able to multiply a
number with three or more digits by a two-digit
number

11. Marzano’s New Taxonomy of Knowledge Utilization
Level of Difficulty
Mental Process
Level 4: Knowledge Utilization
Decision making
Problem solving
Experimenting
Investigating
Level 3: Analysis
Matching
Classifying
Analyzing errors
Generalizing
Specifying
Level 2: Comprehension
Integrating
Symbolizing
Level 1: Retrieval
Recognizing
Recalling
Executing
Adapted from: Marzano, R.J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory

12. Level of Difficulty
Learning Goal
Level 4: Analysis and Knowledge
Utilization
Explain the relationships or interactions between two
or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text and compare and contrast these
individuals, events, ideas or concepts.
Level 3: Comprehension
Explain the relationships or interactions between two
or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text. (RI.5.3)
Level 2: Retrieval
Describe an individual, event, idea, or concept in a
historical, scientific, or technical text based on specific
information in the text.
Level 1:
With help, a partial understanding of some of the
simpler details and processes and some of the more
complex ideas and processes.
Adapted from: Schmidt, R. (2012). 5 steps to creating successful common core scales for student learning. Marzano Research Laboratory. Retrieved from
http://www.marzanoevaluation.com/FLDOE/article/5-steps-to-creating-successful-common-core-scales-for-student-learning.
Sample
Activities

13. Strand:
Topic:
Grade:
Score 4.0
In addition to Score 3.0, in-depth inferences and applications
that go beyond what was taught.
3.5
Score 3.0
In addition to score 3.0 performance, in-depth inferences and
applications with partial success.
The student:
The student exhibits no major errors or omissions.
2.5
Score 2.0
No major errors or omissions regarding 2.0 content and partial
knowledge of the 3.0 content.
There are no major errors or omissions regarding the simpler
details and processes as the student:
recognizes or recalls specific terminology, such as:
o
performs basic processes, such as:
o
However, the student exhibits major errors or omissions
regarding the more complex ideas and processes.
1.5
Score 1.0
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
0.5
Score 0.0
Partial knowledge of the 2.0 content, but major errors or
omissions regarding the 3.0 content.
With help, a partial understanding of the 2.0 content, but not
the 3.0 content.
Even with help, no understanding or skill demonstrated.
Sample Activities

14. Marzano Research
Laboratory Proficiency
Scale Bank
• Proficiency Scale Bank
• http://www.marzanoresearch.com/

15. Strand:
Topic: Color Theory
Grade: First Grade
Score 4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.
Identify and describe work(s) of major artists who employ color theory as part of the overall
design of their artwork and utilize it for a specific purpose. (VA.1.H.1.3, SS.1.A.2.1)
3.5
Score 3.0
Score 2.0
In addition to score 3.0 performance, in-depth inferences and
applications with partial success.
The student will understand basic color theory and be able to describe and correctly employ color
relationships in a personal work of art.
Create and define the characteristics of a monochromatic work of art (VA.1.S.1.1; VA.1.C.2.2;
VA.1.0.3.1)
Create and define the characteristics of a work of art utilizing complementary colors
Create and define the characteristics of a work of art utilizing analogous colors
The student exhibits no major errors or omissions.
2.5
Score 0.0
Create a Monochromatic self-portrait
based upon the style of Pablo Picasso.
Create a Pop Art painting with
complementary colors in the style Andy
Warhol.
Create an underwater landscape
diorama utilizing analogous colors.
No major errors or omissions regarding 2.0 content and partial
knowledge of the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes as the student:
recognizes or recalls specific terminology, such as:
o
Primary Colors, Secondary Colors, Tertiary Colors, Analogous Colors, Complementary
Colors, Tint, Tone, Shade (VA.1.S.2.2; VA.1.C.3.1)
performs basic processes, such as:
o
Create secondary colors by mixing the primary colors (VA.1.O.1.1
o
Create shades, tints and tones of the primary colors
o
Identify primary, secondary and tertiary colors on a color wheel (VA.1.S.3.1;
However, the student exhibits major errors or omissions regarding the more complex ideas and
processes.
1.5
Score 1.0
Sample Activities
Research at least two different artists or
art movements and compare and
contrast their use of color.
Partial knowledge of the 2.0 content, but major errors or omissions
regarding the 3.0 content.
With help, a partial understanding of some of the simpler details and processes and some of the more complex
ideas and processes.
Student recognizes color names but is unable to correctly classify them independently.
Student is unable to correctly describe color combinations that lead to the creation of new colors
independently.
Student is unable to identify or correctly arrange color relationships on a color wheel independently.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Read the book “Mouse Paint” and create
secondary colors from primary colors.
Create a tertiary color wheel.
Create a shading chart.
Read the book “Good Night Moon” and
create a drawing of an object that casts a
shadow.

16. Level
Learning Goal
Activity
•
I can compare and contrast how two
different artists use color to create
feeling in their artwork
1. Compare two different
works of art and infer
with evidence why the
artist used different
colors
•
I can use analogous and
complementary colors to create a
monochromatic picture with different
shades and tones of color
1. Create a monochromatic
self-portrait in the style
of Pablo Picasso
•
I can group analogous colors and
complementary colors
I can make different tones and shades
of colors
1. Draw an object that
casts a shadow
2. Draw a design that uses
complementary and
analogous colors
I know the primary, secondary and
tertiary colors
I know what analogous,
complementary, tone, and
monochromatic mean
I know how to mix colors
1. Make a color wheel
2. Mix two colors to make
a third
4
3
2
•
•
1
•
•

17. Strand: Florida State University
Topic: Football Program
Grade:
Score
4.0
Synthesize the various methods used to develop and sustain success of the FSU
football program and be able to apply those concepts to other sports.
3.5
Score
3.0
There are no major errors or omissions regarding the simpler details and processes as the student:
recognizes or recalls specific terminology, such as:
o
Bobby Bowden; Mark Richt, Mickey Andrews, Jimbo Fisher, Wide Right, Charlie
Ward, Chief Osceola, Seminole, Puntrooskie, Garnet and Gold, Sod Cemetery
performs basic processes, such as:
o
Correctly demonstrate the Tomahawk Chop and War Chant
o
Identify the traditional in-state and out-of-state rivalries
o
Summarize the seasons of the two national championship teams
However, the student exhibits major errors or omissions regarding the more complex ideas and
processes.
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5
Score
0.0
Even with help, no understanding or skill demonstrated.
Select one game each from the 1980’s,
1990’s and 2000’s that you feel to be the
most significant of each decade. Assess
and explain the effect that each of your
selected games had on the football
program as well as the University
overall making sure to defend your
assessment with specific evidence
including coaching moves, changes in
national opinions, and changes in
strength of schedule.
No major errors or omissions regarding 2.0 content and partial
knowledge of the 3.0 content.
1.5
Score
1.0
Utilizing your knowledge of what lead to a
successful football program, create a 5 year plan
to improve the FSU basketball program.
In addition to score 3.0 performance, in-depth inferences and
applications with partial success.
The student will:
Compare and contrast the contributing factors that led to the rise of the FSU football
program in the 1980’s.
Cite specific examples of evidence related to the University’s and Athletic
Department’s decisions including funding, staff choices and recruiting during the
1990’s and early 2000’s and be able to explain how each decision lead to the sustained
success of the football program during that time period.
Analyze the effect of traditional and non-traditional rivalries have had on the football
program in terms of national exposure and prominence.
The student exhibits no major errors or omissions.
2.5
Score
2.0
Sample Activities
The student will:
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Label a map of Doak Campbell
Stadium.
List the head coaches from 1947 to the
present.
Draw a picture of the traditional
home and away uniforms.

18. Resources
•
•
•
•
•
Marzano, R.J. (2009). Designing & teaching learning goals &
objectives. Bloomington, IN: Marzano Research Laboratory
Marzano, R.J., Brown, J.L. (2009). A handbook for the art and
science of teaching. Alexandria, VA: ASCD
Marzano, R.J., Yanoski, D. C., Hoegh, J.K, & Simms, J.A. (2013).
Using common core standards to enhance classroom
instruction & assessment. Bloomington, IN: Marzano Research
Laboratory
Marzano Research Laboratory. (2013). [Proficiency Scales Data
Bank] Retrieved from
http://itembank.marzanoresearch.com/search.aspx
Shmidt, R. (2012). 5 steps to creating successful common core
scales for student learning. Marzano Research Laboratory.
Retrieved from
http://www.marzanoevaluation.com/FLDOE/article/5-stepsto-creating-successful-common-core-scales-for-studentlearning