"At Obsidian we believe that proficiency-based education propagates a creative and effective relationship between high expectations and individual student interest."

David Burke, Administrator
Redmond School District-Oregon

Proficiency Resources

Proficiency Home

Here are links to best practices and influential reports necessary in a Proficiency-based Teaching and Learning classroom.

Resources For Oregon Educators

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Assessment

Common formative assessments are the foundation for teaching in a proficiency environment. The goal is to get all students to learn. To achieve that goal, teachers must regularly use these assessments to monitor and adjust what the students already know and at what pace they are learning.

Inside The Black Box: Raising Standards Through Classroom Assessment

Publications

Ainsworth, Larry & Viegut, Donald J. (EDS.) Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment. 2006. Corwin Press: California.

Arter, Judith & Chappuis, Jan. Designing Performance Assessments for Learning (DVD) 2006. ETS: Oregon.

Arter, Judith & Chappuis, Jan. Creating and Recognizing Quality Rubrics. 2006. ETS: Oregon.

Delorenzo, Richard A., Battino, Wendy J., Schreiber, Rick M. & Gaddy Carrio, Barbara. Delivering on the Promise. 2009. Solution Tree Press: Indiana.

Duncan, C. Randy, et al. “Factors Affecting Teachers:’ Grading & Assessment Practices.” Alberta Journal of Educational Research, v53 n1 p1-21 Spr 2007.

Evans, Robert. The Human Side of School Change. 1996. Wiley, John & Sons, Inc.

Green, Chris & Emerson, Allen. "“A New Framework for Grading. 2007-08. Assessment & Evaluation in Higher Education",” v32 n4 p495-511 Aug 2007.

Guskey, Thomas R. & Bailey, Jane M. Developing Standards-based Report Cards. 2010. Corwin Press: California.

Guskey, Thomas R. How's My Kid Doing? A Parent’s Guide to Grades, Marks, and Report Cards. 2002. Jossey-Bass: California.

Guskey, Thomas R. Practical Solutions for Serious Problems in Standards-based Grading. 2009. Corwin Press: California.

Heacox, Diane. Differentiating Instruction in the Regular Classroom. 2001. Free Spirit Press.

Kirschenbaum, Howard, et al. Wad-ja-get? The Grading Game in American Education. 1971. Hart Publishing: New York.

Marzano, Robert. Formative Assessments and Standards-Based Grading, Classroom Strategies that Work. 2009 Marzano Research Laboratory.

Marzano, Robert. Classroom Assessment & Grading the Work. 2006: ASCD.

Marzano, Robert. Guiding Assessments: Using technology to Drive Formative Assessment and Standards-based Learning. 2009: Pinncacle (2 DVD set)

Marzano, Robert & Haystead, Mark. Making Standards Useful in the Classroom. 2008: ASCD.

Munk, Dennis D. Solving the Grading Puzzle for Students with Disabilities. 2003. Knowledge By Design: Wisconsin.

O'’Connor, Ken. How To Grade For Learning: Linking Grades To Standards. 2002. Pearson/Skylight: Illinois.

O’'Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. 2007. ETS: Oregon.

Reeves, Douglas B. "The Case Against the Zero," Phi Delta Kappan, Vol. 86, No. 4, December 2004, pp. 324-325.

Rogers, Spence & Shari Graham. Succeeding with Performance Tasks, Projects, & Assessments. (3rd. Edition). 1997-2006. Peak Learning Systems: Colorado.

Stiggins, Richard J., et al. Classroom Assessment for Student Learning. 2006. ETS: Oregon.

Stiggins, Rick &O’Connor, Ken. Grading and Reporting in Standards-Based Schools (DVD). 2007. ETS: Oregon.

Web Sites

Achieve/American Diploma Project

Education Commission of the State (State database)

Robert Marzano - Grading Best Practice
Robert Marzano is an educational leader who uses research to develop best practices in assessments, standards, and instruction. Marzano’s philosophy for creating a standards-based curriculum is a wonderful resource for any educator looking for guidance on implementation and how to design rubrics.

Richard Stiggins - Standards Based Assessments
The role of assessments is critical to measuring student academic growth. Richard Stiggins defines the difference between assessment “for” learning and assessment “of” learning.

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Instruction

Teachers who believe all students can learn know that they must mold their teaching style to best fit their student’s learning style.

Howard Gardner–Multiple Intelligences (Differentiating Instruction)

Identification of different ways instruction can be modified to best fit the different learning styles identified by Howard Gardner. These not only increase student performance but provide a way for teachers to focus on the different types of learning that take place in the classroom.

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