Transcript I can recall what Webb`s DOK is.

Empowering SS Teachers for
Smarter Balanced
Assessment
Welcome!
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Introductions (Here and Off Site)
Our Work Together
Goals of the Project
Turn and Talk – “What do you hope to leave this
year-long training equipped with?”
Audit Activity
• Step 1: Look at the “statements” on
tables around the room. Grab A
statement that you believe is covered in
your grade level content (or close) Talk
in your table groups briefly about them.
• Step 2: Post your items on one of the
three pieces of chart paper in the back of
the room. “Piece of Cake”, “Student here
or there”, “A General Struggle”
• What does the data we have just
collected tell us.
The Top Questions So Far…
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(ALL) What test begins in 2014-15.
(ALL) How will that 2014-15 assessment test our
GLCE/HSCE?
(SS) Isn't it just an ELA test?
(SS) How will the new SS Standards come into play?
(SS) That primary source is not a part of my content for
grade X. Why are my kids going to be tested on
something I don’t teach?
(ALL) So the MEAP, MME, and ACT are going away?
(SS) Aren’t we preparing too soon, given we don't know
how SS will be addressed in the future?
What else???
Learning Targets
• "I can recall what Webb's DOK is."
• "I can recall critical characteristics of each of the four
DOK levels"
• “I can explain the attributes of each of Webb's DOK
levels"
• To make sure items on our assessment match the depth of
knowledge in our standards.
Cognitive Demand
"I can recall what Webb's DOK is."
DOK is NOT...
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a taxonomy (Bloom’s)
the same as difficulty
about using “verbs”
"I can recall what Webb's DOK is."
It’s NOT about the verb...
The Depth of Knowledge is NOT determined by the verb
(Bloom’s Taxonomy), but by the context in which the verb is
used and the depth of thinking required.
"I can recall what Webb's DOK is."
Verbs are not always used
appropriately...
Words like explain or analyze have to be considered in context.
• “Explain to me where you live” does not raise the DOK of a
simple response.
• Even if the student has to use addresses or landmarks, the
student is doing nothing more than recalling and reciting.
"I can recall what Webb's DOK is."
DOK is about what follows the verb...
What comes after the verb is more important than the verb itself.
Analyze the accuracy /placement of the steps in the flowchart of
“How a Bill Becomes A Law”
The student can be taught the process by which a bill becomes a
law but it doesn’t provide the evidence that they can explain
each step
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each
of the four DOK levels”
Same Verb – Three Different DOK Levels
• Level 1 Describe why people need a government in
Michigan
• Level 2 Describe evidence that supports the State of
Michigan Government is based on the principle of
representative government
• Level 3 Describe a way that the State of Michigan
government could be more representative of the
people and why it is the best way
Same Verb—Three Different DOK Levels
Level 1
Describe Jean-Jacques Rousseau’s views on the nature of man
Level 2
Describe how Jean Jacques Rousseau’s views on the nature of man compare to
Charles Montesquieu’s views
Level 3
Describe how Jean-Jacques Rousseau views on man might have influenced the
formation of the Constitution and provide specific evidence on which you base
your conclusions
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each of the four DOK
levels”
Same Verb – Three Different DOK Levels
• Level 1 Describe a core ideal of American society
• Level 2 Describe how peoples’ point of view may
differ on a core ideal of American Society
• Level 3 Describe how peoples’ misconceptions
about American Core ideals causes conflict over the
role of government in American Society
Same Verb – Three Different DOK levels
• Level 1 - Describe the progression of the water level of the
Nile River over the course of a year.
• Level 2 - Describe how the progression of the water level
of the Nile River affects Egypt’s agricultural cycle.
• Level 3 - Describe how the progression of the water level
of the Nile River affected the completion of the pyramids.
DOK is about intended outcome, not difficulty
DOK is a reference to the complexity of
mental processing that must occur to
answer a question, perform a task, or
generate a product.
• For example: Students could recall the date of
the signing of the Declaration of Independence
• Students could also recall the parties involved in
signing the Declaration of Independence
• Students could also recall the opposition to the
signing of the Declaration of Independence.
"I can recall what Webb's DOK is.”
"I can recall critical characteristics of each of the four
DOK levels”
DOK is not about difficulty...
• Difficulty is a reference to how many students
answer a question correctly.
•Words below taken from the Declaration of
Independence
“How many of you know the definition of dissolve?”
DOK 1 – recall
If all of you know the definition, this question is an
easy question.
“How many of you know the definition of evinces?”
DOK 1 – recall
If most of you do not know the definition, this
question is a difficult question.
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each of the four
DOK levels”
DOK is about complexity
• The type of thinking and application of
intended student learning outcome determines
the DOK level.
• Every CCSS has been assigned a DOK level
for SBAC
• Instruction and classroom assessments must
reflect the DOK level of the objective or
intended learning outcome.
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each of the four DOK
levels”
Quick Quiz
1) What is the relationship of verbs and Depth of Knowledge?
2) What is the difference between difficulty and complexity?
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each of the four
DOK levels”
Why are we studying DOK?
• Provides a scale of cognitive demand (thinking) with which to align
standards with assessments
• Defines the “ceiling” or highest DOK level for a CCSS
• Guides item development for SBAC
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each of the four
DOK levels”
Webb’s Four Levels of Cognitive Complexity
• Level 1: Recall and Reproduction of
Information
• Level 2: Basic Reasoning (Skills & Concepts)
• Level 3: Strategic Thinking/Complex
Reasoning
• Level 4: Extended Thinking/Reasoning
“I can explain the attributes of each of Webb's DOK
levels"
Level 1 – Recall and Reproduction
• List/generate ideas for writing or
research
• Recall, recognize, or locate basic
facts, ideas, principles, concepts
• Identify/describe key figures, places,
or events in a particular context
• Write a simple sentence
• Select appropriate words to use in
context when meaning is evident
• Identify or s=describe characters,
setting, plot, problem solution
• Describe or explain: who, what
where, when
• Identify specific information contained
in maps, charts, tables, graphs, or
diagrams.
• Brainstorm ideas, concepts, or
perspectives related to a topic
“I can explain the attributes of each of Web's DOK
levels"
Level 2 – Skills and Concepts
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Determine or recognize main idea/generalizations
Take and organize notes around common ideas/topics
Summarize ideas/events
Make basic inferences or logical predictions from text
Explain the relationships/cause-effect
Write paragraph using a basic structure or template
Edit final draft for mechanics and conventions
Use context clues to determine meaning
Use text features to find information
Analyze a paragraph for simple organizational structure
Determine fiction/nonfiction: fact/opinion
Describe purpose of text features
Identify use of literary devices
“I can explain the attributes of each of Web's DOK
levels"
Level 3 –Strategic Thinking/Reasoning
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Write a full composition using varied sentence types and structures to meet
purposes
Explain, generalize, or connect ideas using supporting evidence
Make inferences about theme or author’s purpose
Edit final draft for meaning/progression of ideas
Apply a concept in other/new contexts
Support ideas with examples, citations, details, elaboration, quotations, text
references
Analyze an essay
Compare information within or across text passages
Analyze interrelationships among text elements, situations, events or ideas
Analyze use of literary devices
Synthesize information within one source or text
Develop a model for a complex situation
Cite evidence and develop a logical argument for concepts
Make and support generalizations, using text evidence
“I can explain the attributes of each of Web's DOK
levels"
Level 4 – Extended Thinking
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Write a full composition demonstrating synthesis and
analysis of complex ideas.
Compare multiple works by same author, across time
periods, genres, etc.
Define and illustrate common social, historical,
economic, or geographical themes and how they
interrelate.
Analyze multiple works by the same author, across
time periods, genres.
Analyze complex/abstract themes.
Synthesize information across multiple sources or
texts.
Given a situation/problem, research, define, and
describe the situation/problem and provide alternate
solutions
Gather, analyze, and evaluate information to draw
conclusions
Evaluate relevancy, accuracy, completeness of
information from multiple sources.
“I can explain the attributes of each of Web's DOK
Directions for Practice Activity
• You are about to see several statements without a
DOK level assigned.
• FIRST: Individually, rank each statement.
• SECOND: Take a moment to discuss each
statement in your table groups.
• THIRD: We will discuss as a whole group.
Practice
• Describe the physical features of a place .
• Specify a problem, identify solution paths, solve the problem
and report the results.
• Explain cause-effect of historical events .
• Analyze or evaluate the effectiveness of literary elements (plot,
setting, conflict, point-of-view…).
• Identify and summarize the major events, problem, solution,
conflicts in a literary text.
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• Locate or recall facts found in text .
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• Gather, analyze, organize and interpret data from multiple (print
and non-print sources) to draft a reasoned report .
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• Analyze and explain multiple perspectives or issues within or
across time periods or events .
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• Compare desert and tropical areas .
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• Identify and summarize the major events, problem, solution,
conflict in a literary text .
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Group Work
• You will be breaking up (momentarily) into 3 groups:
Upper elementary (3-5), Middle School (6-8), High
School (9-12)
• Work together! Here are some suggested questions
to talk about together:
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What are your “Ah-Ha moments?”
What sticks out?
What are you going to have to do instructionally to prepare?
What sorts of thinking are these questions asking for?
• Reporting out will take place after break.
I can explain the components of assessment item development.
I can identify the key components of SBAC selected response items
I can identify the key components of SBAC constructed response
items
I can identify the key components of SBAC performance tasks
Debriefing
• Each site:
• Next steps: October’s work