Proficiency Scales

Proficiency scales represent a progression of learning goals that enable teachers to assess for proficiency aligned to standards  (i.e., what students should know and be able to do; see Marzano Resources for more information). Proficiency scales range from 1.0 - 4.0. Level 3.0 represents the target content (i.e., the goal for instruction). Level 2.0 reflects simpler, foundational content and level 4.0 reflects more difficult (i.e., advanced, extended, applied) content. Level 1.0 indicates evidence of mastery has not been demonstrated. These scales are used by teachers to plan what students will be required to know and be tested on throughout the academic year. 

Follow this link to Marie Alcock's explanation about how proficiency scales work.

Performance Scales

"Performance scales" are very similar to proficiency scales. This term is promoted by Hess et al. (2020) to show how performance can be assessed beyond grading. They suggest performance scales should...

  • Be develped for each competency (rather than for each standard).
  • Be written to be task neutral.
  • Be developed so increasing complexity and cognitive demand are represented.
  • Use descriptive language yet be written in a way that is 'student-friendly'. (It is also important to consider the 'grain size' of the competency statements so they are neither too broad nor too narrow.)
  • Describe how students typically learn and develop expertise over time.

For more information see Hess et al.'s Performance Scale Development Template and/or view Hess's description of Performance Scales.