Based on the work of Dr. Robert J. Marzano and/or Learning Sciences International.
Creating Learning Goal Scales
Learning
Team
Initiative
Process for creating learning goal scales for the Reading /Writing Units of Study:
1.
Refer to the addendum and identify the dominant standard(s) in the Unit of Study.
2. Determine which standards align instructionally and can be combined to create a learning goal scale.
3. Based on the quantity and quality of dominant standards, decide how many scales are needed for the
unit.
4. Before creating the scale, review the completed “unpackings” of the selected standards (which are
posted on Blender).
5. (Optional) Complete an unpacking form combining the standards (i.e., merge the vocabulary,
foundational and critical skills/processes).
6. Use the Marzano or Webb’s DOK Taxonomy to identify the learning targets for levels 2.0 and 3.0.
NOTE: Verbs such as, identify, describe, determine, or compare and contrast may appear in different
categories of complexity. The cognitive complexity should be based on the overall thinking that is
required.
7. Use the following chart to develop the learning goal scale:
Level
Type of Target
Description of Target
Cognitively Complex Target
Target that reaches above the cognitive level of the standard
4.0
that involves making in-depth inferences or applications
Target that aligns with the cognitive level of the standard
3.0
Learning Goal Target(s)
Students will be able to:
Target that builds to the standard (critical processes,
necessary background information, essential vocabulary)
underpinning the learning goal at cognitive levels below the
standard
2.0
Foundational Target(s)
Students will recognize or recall specific vocabulary:
1.0
Student will be able to:
With help, partial success at level 2.0 content and level 3.0 content
*Optional: If needed, prerequisite skills for 2.0 may be listed in 1.0.
NOTE:
 Learning Goal Scales are always standards-based.
 Level 1.0 remains the same with the option of including foundational prerequisites for 2.0.
 Scale may be developed with multiple standards that align instructionally.
 There should be a clear progression of thinking processes/performance skills from the foundational
targets to the learning goal targets and above.
Learning Team Initiative
Division of Teaching and Learning
Based on the work of Dr. Robert J. Marzano and/or Learning Sciences International.
Creating Learning Goal Scales
Revised: September 2015
Learning Team Initiative
Division of Teaching and Learning