Part 1: Learning Targets and Learning Scales Defined
Learning Targets Learning targets are learning outcomes written in first person that describe what a successful learner will be able to do by the end of a period of study. Examples: I can write a complex sentence. I can write a well-organized essay. I can conduct an original experiment. I can solve quadratic equations. Of course, learning targets can vary in their grain size and complexity, depending on the scope of the work and the readiness of the learners.
Learning Scales describe what students can do to make progress toward and beyond a particular learning target in a particular setting. Rubrics and learning scales are basically the same thing, though with a vital difference: learning scales are written for the learner to use throughout learning as a guide; therefore, they describe what learners can do to make progress toward and beyond a learning target. Most traditional rubrics, on the other hand, are written to score work at the end of learning, and often they describe what students didn't do or did.
To get a sense of the difference between learning scales and a more traditional rubric, compare these two approaches, identifying 1) which one would serve students best and 2) what are the specific design features that make one more helpful to learners?
Learning Targets Learning targets are learning outcomes written in first person that describe what a successful learner will be able to do by the end of a period of study. Examples: I can write a complex sentence. I can write a well-organized essay. I can conduct an original experiment. I can solve quadratic equations. Of course, learning targets can vary in their grain size and complexity, depending on the scope of the work and the readiness of the learners.
Learning Scales describe what students can do to make progress toward and beyond a particular learning target in a particular setting. Rubrics and learning scales are basically the same thing, though with a vital difference: learning scales are written for the learner to use throughout learning as a guide; therefore, they describe what learners can do to make progress toward and beyond a learning target. Most traditional rubrics, on the other hand, are written to score work at the end of learning, and often they describe what students didn't do or did.
To get a sense of the difference between learning scales and a more traditional rubric, compare these two approaches, identifying 1) which one would serve students best and 2) what are the specific design features that make one more helpful to learners?
compare_these_two_approaches.docx | |
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As you practice creating learning scales, keep these criteria by your side to guide your work:
criteriafordesigninglearningscales.docx | |
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Part 2: How to Create Learning Targets and Learning Scales
There are two general approaches:
There are two general approaches:
- Approach #1: Review standards docs that are helpful to you (Vermont's Sample Proficiency-Based Graduation Proficiencies and Indicators is a good place to start.), and unpack the standards into learning targets--first person descriptions of what you want students to be able to do (within the time you have to provide practice /feedback). Once you have these, you can put them in the proficient column of your learning scales, and then develop a progression that describes what students can do to make progress toward and beyond the target.
- Approach #2: If you're familiar with KUDs, then turn each of your Dos from your KUD into a statement written in first person. For example, if one of your Dos reads Creates a complex thesis statement independently then you’d turn it into, “I can create a complex thesis statement independently.” Your learning target is born.
Two Pre-Made Templates:
creating_learning_scales_practice_template.docx | |
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Here's a google doc version of the template for drafting learning scales.
Part 3: Examples from Across Disciplines
As you check out these examples from across disciplines, please keep in mind: educators must adjust / square the number and type of learning scales with the students they are teaching and the time they can commit to practice / feedback.
As you check out these examples from across disciplines, please keep in mind: educators must adjust / square the number and type of learning scales with the students they are teaching and the time they can commit to practice / feedback.
Part IV. Wisdom from the Field
The best way to get better at designing and using learning scales with students: start small, and try them out with your learners, observing how things go and inviting their feedback. As you go, you'll become more wise about how to make this tool work for you and your learners.
One of the questions that comes up for educators after they've used learning scales with their students: what should the "4" or "Exceeds" represent? Here's are two thoughtful bog posts, the first a careful look at why we should clarify what a "4" or "Exceeds" means, the second a deeper look at what this "4" or "Exceeds" should target.
The best way to get better at designing and using learning scales with students: start small, and try them out with your learners, observing how things go and inviting their feedback. As you go, you'll become more wise about how to make this tool work for you and your learners.
One of the questions that comes up for educators after they've used learning scales with their students: what should the "4" or "Exceeds" represent? Here's are two thoughtful bog posts, the first a careful look at why we should clarify what a "4" or "Exceeds" means, the second a deeper look at what this "4" or "Exceeds" should target.
Here's some more wisdom, from a cohort of secondary teachers who designed and used learning targets and learning scales to support their students' preparation for a performance-based assessment. Afterward, each teacher recalled:
1. What they learned about how to use learning targets and learning scales Before, During, and After Learning.
2. And their top three insights about the experience of applying these ideas and practices with their learners.
1. What they learned about how to use learning targets and learning scales Before, During, and After Learning.
2. And their top three insights about the experience of applying these ideas and practices with their learners.
beforeduringafter.docx | |
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top_three_insights.docx | |
File Size: | 159 kb |
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