Marzano's presentation discusses providing students with feedback to help them learn. Specifically, feedback should be corrective by focusing on specific criteria. The criteria focus on helping students know what they are learning and how to improve. Rubrics are presented as a tool to design feedback using levels of proficiency.

1. Marzano’s Presentation
4-Point Rubric
Proficiency is a rubric score of 3

2. How do you provide feedback in a way that
students
• Know what they are learning and how well
the are progressing
• Can explain what they need to do to get
better.

3. Clean refrigerator
4 Entire refrigerator is sparkling and
smells clean. All items are fresh, in
proper containers (original or
Tupperware, with lids), and organized
into categories
3 Refrigerator is generally wiped clean.
All items are relatively fresh, in some
type of container (some Tupperware
lids are missing or don’t fit) and are
sitting upright

4. 2 Some of the shelves are wiped clean,
although there are some crusty spots.
There are some suspicious smells.
Items are in containers, but there
seems to be some green stuff growing
in some of the Tupperware
1 Items stick to the shelves when they
are picked up. The smells linger long
after the refrigerator door is closed.
Several items need to be thrown out—
Tupperware and all

5. A generic template for
rubric design

6. 4
3 The student’s responses
demonstrate no major errors
or omissions regarding any
of the information and/or
processes (THAT WERE
EXPLICITLY TAUGHT)
2
1
0

7. 4
3 The student’s responses demonstrate no
major errors or omissions regarding any of
the information and/or processes
2 The student’s responses
indicate major errors or
omissions regarding the
more complex ideas and
processes; however they do
not indicate major errors or
omissions relative to the
simpler details and
processes
1
0

8. 4
3 The student’s responses demonstrate no major errors or
omissions regarding any of the information and/or
processes
2 The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes
1 The student provides
responses that indicate a
distinct lack of
understanding of the
knowledge. However, with
help, the student
demonstrates partial
understanding of some of
the knowledge.
0

9. 4
3 The student’s responses demonstrate no major errors or
omissions regarding any of the information and/or
processes
2 The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct
lack of understanding of the knowledge. However, with
help, the student demonstrates partial understanding of
some of the knowledge.
0 The student provides little or
no response. Even with help
the student does not exhibit
a partial understanding of
the knowledge.

10. 4 In addition to exhibiting level
3 performance, the student’s
responses demonstrate in-
depth inferences and
applications that go beyond
what was taught in class
3 The student’s responses demonstrate no major errors or
omissions regarding any of the information and/or
processes
2 The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct
lack of understanding of the knowledge. However, with
help, the student demonstrates partial understanding of
some of the knowledge.
0 The student provides little or no response. Even with help
the student does not exhibit a partial understanding of the
knowledge.

11. 4 In addition to exhibiting level 3 performance, the
student’s responses demonstrate in-depth
inferences and applications that go beyond what
was taught in class.
3 The student’s responses demonstrate no major
errors or omissions regarding any of the
information and/or processes
2 The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major
errors or omissions relative to the simpler details
and processes
1 The student provides responses that indicate a
distinct lack of understanding of the knowledge.
However, with help, the student demonstrates
partial understanding of some of the knowledge.
0 The student provides little or no response. Even
with help the student does not exhibit a partial
understanding of the knowledge.

13. A ssignments
4 The st udent is punct ual or ear ly t ur ning in assignm ent s and goes
bey ond t he st ated r equir ement s r elativ e t o neat ness and
adher ence t o conv entions.
3 The st udent is punct ual in t ur ning in assignm ent s and m eet s t he
st at ed r equir em ent s r elat iv e t o neat ness and adher ence t o
conv ent ions.
2 The st udent is not punct ual in tur ning in assignm ent s or does not
m eet t he st ated r equir em ent s r elat iv e t o neat ness and adher ence
to conv ent ions.
1 The st udent is not punct ual in tur ning in assignm ent s and does
not m eet t he st ated r equir ement s r elativ e t o neat ness and
adher ence t o conv entions.
0 N o judgm ent can be m ade.
Copy r ight © by M cREL I nstitut e. U sed w ith per mission .

14. Feedback should be corrective.
Feedback should be specific to a criterion.
What is the focus of the criteria?
•How can they help students learn?

15. 4
3 An understanding of:
•How the water cycle processes (condensation,
precipitation, surface run-off, percolation, evaporation)
impact climate changes
•The effects of temperature and pressure in different layers
of Earth’s atmosphere
2
1
0
Topic Grade 8: Atmospheric Processes & Water Cycle

16. 4
3
An understanding of:
•How the water cycle processes (condensation, precipitation, surface run-off, percolation, evaporation) impact climate changes
•The effects of temperature and pressure in different layers of Earth’s atmosphere
2 •Recognize and recall basic terms such as: climactic
patterns, atmospheric layers, stratosphere, troposphere.
•Recognize or recall isolated details such as:
–Precipitation is one of the processes of the water cycle
–The troposphere is one of the lowest portions of the earth’s
atmosphere
1
0
Topic Grade 8: Atmospheric Processes & Water Cycle

17. 4
3 •Hand in assignment that meet format requirements
specified by teacher
•Develop and implement basic time management plan for
assignments
•Complete assignments on time and provide acceptable
explanation when assignments not handed in on time
2
1
0
Topic Grade 6-8: Assignments & Work Completion

18. 4
3 •Hand in assignment that meet format requirements specified by teacher
•Develop and implement basic time management plan for assignments
•Complete assignments on time and provide acceptable explanation when assignments not handed in
on time
2 •Be aware of format requirements for assignments
•Be aware of elements of basic time management plans
•Be aware of deadlines for assignments
1
0
Topic Grade 6-8: Assignments & Work Completion