WRITING SCORE 2.0
RAVALLI COUNTY CURRICULUM CONSORTIUM
AUGUST 13, 2009
MARZANO RESEARCH LABORATORY
We have defined what the student
should be able to do.
What if they can’t do it all?
SCORE 3.0
The rubric uses a 4 point scale
 3.0 represents what you want the student
to know and be able to do
 This means that a student can do all of
the processes and knows all of the
knowledge that was explicitly taught over
the course of a unit

SCORE 2.0

2.0 means the student gets and can do the
simpler details and processes that were taught

But, the student is not able to do the more
complex processes and does not know the
more complex information

So, the student gets and can do the simpler
stuff, but not the harder stuff
APPLYING THE TAXONOMY TO WRITING SCORE 2.0
Generally, Score 2.0 items will fall into
the Retrieval level
 However, it depends on the grade level
and skills or knowledge being assessed
 The rule is that the 2.0 is a simpler level
or process than the 3.0

WRITING SCORE 2.0
Score 2.0 is derived from score 3.0
 They are simpler details and processes
associated with the score 3.0 elements
 Score 2.0s either identify necessary
components of the score 3.0
(foundational knowledge) or simpler
versions of the score 3.0
 In most cases, you want a 2.0 element for
each 3.0 element

WRITING SCORE 2.0

Score 2.0s use the following stem:
“There are no major errors or omissions
regarding the simpler details and processes
as the student:
◦
recognizes or recalls basic terminology such as:
TERMINOLOGY

At this step, define the basic vocabulary
that the student needs to know

Complete the rubric by listing samples of
the vocabulary appropriate to understand
the Score 3.0 content

Not every rubric has to have vocabulary
SCORE 2.0 ELEMENTS

2 types of knowledge
 Procedural
Knowing how to do something
 Declarative
Knowing something

If the Score 3.0 is procedural, than the 2.0
should be as well

If the Score 3.0 is declarative, then the
Score 2.0 is declarative
4 TECHNIQUES FOR WRITING
PROCEDURAL SCORE 2.0
1.
2.
3.
4.
Use the hierarchy of procedural
knowledge
Behavioral Scale – using prompts
Performing the steps of a procedure
Procedural
Declarative
1. USING THE HIERARCHY
Procedural knowledge has a hierarchy
 Processes
C
 Macroprocedures

Skills
 Tactics
 Algorithms
 Single
Rules
O
M
P
L
E
X
I
T
Y
THE HIERARCHY OF PROCEDURAL KNOWLEDGE

Macroprocedures


Tactics


Complex procedure, with fewer subcomponents
Algorithms


Highly complex procedures, with many
subcomponents
Procedures with very specific steps and very
specific outcomes
Single rules

One step procedure, one IF-THEN rule
USING THE HIERARCHY

When you write procedural 2.0’s, you may
move down the hierarchy from the
procedural 3.0
◦
If the 3.0 involves a macroprocedure:

◦
For example: Write a short constructed response
You may move to a lower complexity
procedure, like an algorithm

For example: complete a graphic organizer of a
short constructed response
2. BEHAVIORAL PROCEDURES

When the procedure is behavioral in nature,
you may choose to use a slightly different form
of the scale:
Score 4.0 – performs the procedure in a new
context or assists others in performing the
procedure
 Score 3.0 - performs the procedure independently
without prompting
 Score 2.0 – performs the procedure with a group or
class prompt
 Score 1.0 – performs the procedure with an
individual prompt

3. PERFORMING THE STEPS OF A PROCEDURE

When the student is performing a skill that
is the sum of a set of steps performed
fluently:
 Score
3.0 could be that the student performs
the skill fluently (e.g., long division, throwing a
football)
 Score 2.0 could be that the student performs
the steps of the procedure in isolation (e.g.,
performs the steps of long division or thorwing a
football one at a time but cannot put it together
and do it fluently )
4. PROCEDURAL

DECLARATIVE
If the procedure is so simple that it cannot
be broken down any further, the 2.0 could
be that the student knows information about
the procedure
 Score
3.0 – the student does long division
 Score 2.0 – the step lists the steps to long
division

This could also be true when writing Score
4.0 – Declarative knowledge about the
procedure could be used to go above and
beyond
DECLARATIVE 2.0
 Generally,
declarative score 3.0 is written at
the Comprehension, Analysis or Knowledge
Utilization level
 Then, the corresponding score 2.0 will be at
the Retrieval level
 Typically, Score 2.0 is written as:
recognizing or recalling accurate
statements about…
recognizing or recalling examples of…
SCORE 4.0 ELEMENTS
 Score
4.0 elements involve anything that a
student does that is above and beyond what is
taught in class
 This can include finding out new information,
making new generalizations from learned
knowledge, applying the information in a new
way and demonstrating knowledge in a way that
is more than what is expected from other
students or ANYTHING above and beyond what
was taught
DON’T INCLUDE SCORE 4.0 IN THE
RUBRIC
INCLUDE SCORE 4.0 IN THE RUBRIC
Pros
Cons
Pros
Cons
•Allows student
and teacher to
use creativity to
design
task/assessment
•Doesn’t limit
student and
teacher to only
what is written on
the rubric
•Allows for just
about anything to
be used to
demonstrate
knowledge
•Lack of guidance
may cause teachers
to forget gifted
students
•May limit the use of
the rubric to only
score 3.0 and 2.0
•Teachers may have
difficulty assessing a
demonstration of
knowledge that is
not clearly defined
by the rubric
• Puts emphasis on
learning beyond what
was taught by setting a
target for the student
•Provides guidance for
gifted student and
teachers of gifted
students
•Makes assessment
clear for the teacher
•Tendency to limit
student and teacher
to what rubric says,
easy to forget that
element is only a
suggestion
•Rubric is designed
to limit and focus
instruction at the
score 3.0 and 2.0
level; use of the
rubric shouldn’t
change in the
middle
If the district decides to include score 4.0, it
must be made very clear, in the rubric and in
implementation training, that the included
elements ARE ONLY SUGGESTIONS!
 Students must have the guidance and
opportunity to go above and beyond in any way
that the teacher approves

Questions, comments,
concerns?