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I think these 4 levels need to relate to how final letter grade is determined.

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4 = application works for me too. Some level of knowing when it’s relevant, context matters

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I would prefer not to use the word mastery; to Xenia's point are they ever really 'masters' of a skill but rather they have to keep applying it.

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The language seems like 9th graders would better connect with it verse the other scale. 

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The language seems like 9th graders would better connect with it verse the other scale. 

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Something about the level of independence in applying skills and knowledge, or level of support needed.

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Something about the level of independence in applying skills and knowledge, or level of support needed.

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1- requires continuous support
2- requires frequent support
3-requires occasional support
4-rarely requires support

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In physics, I've only used 1 when the student hasn't even attempted a problem (so basically "no evidence"). 2 is very rudimentary understanding, 3 is "almost there", and 4 is "proficient" (although not necessarily perfect)

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In physics, I've only used 1 when the student hasn't even attempted a problem (so basically "no evidence"). 2 is very rudimentary understanding, 3 is "almost there", and 4 is "proficient" (although not necessarily perfect)

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This scale aligns most with what I have used but since I have used 1-3 the "almost there" feels added between what would map to mine.

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Almost there feels too informal, but the sentiment mostly agrees with what I’ve been doing

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I like "almost there" over the word "core understanding," although I struggle with how to explain to a student why they are "almost there" but not yet "there." Is there a "there there"? 

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I like "almost there" over the word "core understanding," although I struggle with how to explain to a student why they are "almost there" but not yet "there." Is there a "there there"? 

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I would love to see a level above "proficient".  That would mean seeing connections across topics, be able to apply ideas in new ways; being able to show procedural skills in more complex problems more reliably.  It's more inspiring.

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These words make more sense. They are resonate with the idea of growth mindset.

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These words make more sense. They are resonate with the idea of growth mindset.

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+1 and I like the temporal element

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I'm not sure I would know how to distinguish between "core understanding" and "integration" - it feels very subjective. 

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I'm not sure I would know how to distinguish between "core understanding" and "integration" - it feels very subjective. 

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It's like when you're learning to cook and you finally realize how to use shallots. You can put them almost everywhere but what's important is HOW and HOW MANY...takes a bit of nuance to get it appropriate. 

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It's like when you're learning to cook and you finally realize how to use shallots. You can put them almost everywhere but what's important is HOW and HOW MANY...takes a bit of nuance to get it appropriate. 

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I feel that the word "integration" sounds too much like exceeding the standard.

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These four don't feel "equal" to me; no evidence feels like a statement about content; emerging feels like it is about skills development not content; and core understanding is back to content; but integration feels like a skill with the content.

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I like this scale as it most aligns with my philosophy that a 4 is "meets" the standard.

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1 - very beginning or no information
2 - Developing
3- Proficient
4 - Fluent

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I like the word "integration" because it suggests that student can keep demonstrating the skill/standard in a variety of contexts.  

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I like the word "integration" because it suggests that student can keep demonstrating the skill/standard in a variety of contexts.  

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I have the same list on my sticky note: 

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I have the same list on my sticky note: 

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Beginning
Emerging
Proficient
Mastery

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+1

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I like this for a required class in 9th grade. I think it makes more sense to them, especially at the top end of the scale. The big difference to me is "proficient" (which I and they know what it means) vs "integration" (which I don't understand what it means)

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I like this for a required class in 9th grade. I think it makes more sense to them, especially at the top end of the scale. The big difference to me is "proficient" (which I and they know what it means) vs "integration" (which I don't understand what it means)

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What other ideas do you have that are not reflected in the two examples? The only limitation is that you need to use a 1-4 scale! 

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What other ideas do you have that are not reflected in the two examples? The only limitation is that you need to use a 1-4 scale! 

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Offer feedback: what do you like? What doesn't work? How would to tweak this scale? 

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Offer feedback: what do you like? What doesn't work? How would to tweak this scale? 

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Offer feedback: what do you like? What doesn't work? How would to tweak this scale? 

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Offer feedback: what do you like? What doesn't work? How would to tweak this scale? 