Transcript Empowering SS Teachers for Smarter Balanced Assessment

Depth of Knowledge: The
Difference Between Difficulty
and Complexity
A little about me…
• High school ELA, science, math, music teacher for
Pickford Public Schools
• Eastern Upper Peninsula ISD – social studies, ELA
consultant, school improvement coordinator, high
priority schools SIF
• Northern Marine Transportation
• ESSTSBA
A little about you!
Objective
Gain a deeper understanding of Depth of
Knowledge as it relates to classroom
instruction and Smarter Balanced
Assessment requirements
Survival Words
• Rate yourself! Working in pairs,
discuss and rate each of the words on
your sheet, recording your individual
familiarity accordingly.
Audit Activity
• Step 1: Look at the “statements” on
tables around the room. Grab 3-4
statements that appeal to you.
• Step 2: With a partner, ID the different
skills and tasks involved in the
completion of each statement.
• Step 3: Post your items under one of the
three headings hanging around the room.
Why Depth of Knowledge?
To ensure that teachers are teaching to a level
that will promote student achievement against the
“DOK Ceiling” of each standard, and…
To ensure that the intent of the standard and the level of
student demonstration required by that standard matches the
assessment items.
"I can recall what Webb's DOK is."
DOK is NOT...
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a taxonomy (Bloom’s)
the same as difficulty level
determined by verb choice
"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."
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 not about difficulty...
Difficulty is a reference to how many students
answer a question correctly.
“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.
Quick Quiz
1) What is the relationship between verbs and Depth of
Knowledge?
2) What is the difference between difficulty and complexity?
Webb’s Four Levels of Cognitive Complexity
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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"
“The Ocean”
Turn and Talk
• How is this new learning going to
affect my instruction?
• What is occurring to me as far as
how I need to change my
assessment practices?
• Be ready to share.
Pre-Break Activity
• You are being given a sample Smarter Balanced
Assessment item (a performance task), as well as a
brief description of the four levels of DOK.
• Quickly look at your performance task as well as the
handout, and rank where you believe the task falls in
terms of DOK. Give a sentence or two explanation of
why you selected the level you did.
• We will report out after break.
Practice
1. Describe the physical features of a place .
2. Specify a problem, identify solution paths, solve the problem
and report the results.
3. Explain cause-effect of historical events .
4. Analyze or evaluate the effectiveness of literary elements (plot,
setting, conflict, point-of-view…).
5. Identify and summarize the major events, problem, solution,
conflicts in a literary text.
1
4
2
3
2
1. Locate or recall facts found in text .
1
2. Gather, analyze, organize and interpret data from multiple (print
and non-print sources) to draft a reasoned report .
4
3. Analyze and explain multiple perspectives or issues within or
across time periods or events .
4
4. Compare desert and tropical areas .
2
5. Identify and summarize the major events, problem, solution,
conflict in a literary text .
2
DOK: WHERE ARE YOU NOW?
• Take a moment to choose a favorite (or just a
recent) lesson or unit plan.
• Using the Webb’s DOK blank chart and your
“ocean,” attempt to map the components of
the lesson onto the blank chart, paying
particular attention to the complexity of
thought required for the students to complete
the necessary tasks.
• Be ready to report the “DOK ceiling” of your
chosen lesson/unit and discuss why you
placed your components where you did.
Smarter Balanced: A New World
of Assessment
• Basic item types
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Selected response
Technology enhanced
Constructed response
Performance task
View Sample Items
http://www.smarterbalanced.org/sample-items-andperformance-tasks/
• All items are interactive
• Rubrics available where necessary
• Scoring available with comments
Selected Response
Technology Enhanced
Constructed Response
Constructed Response
Sample Performance Task
• Take a look at the sample performance task you
have just received, and attempt to answer the
following prompts:
– What skills are required for students to complete
the task?
– What possible roadblocks might students
encounter as they attempt to complete the task?
– Record your answers on the appropriate chart
using the sticky notes provided
Recap and Reflect
• Using what you learned today, choose one learning
target from your classroom and brainstorm what a
potential “Smarter-Balanced-like” assessment item
could look like for the target you have chosen.
• You have approximately ten minutes.
Debrief
• What was your biggest “take-away” from your work
here today?
• Which portion of today’s session was the most
beneficial to you?
• What do you still need to support your learning
regarding today’s session?
• Questions?
Summarizer
• Did you meet the today’s objective?
Gain a deeper understanding of Depth of
Knowledge as it relates to classroom instruction and
Smarter Balanced Assessment requirements
• On your way out to lunch, drop a “chip” in the “RateIt” box in answer to the question; green is “yes, I met
the objective,” yellow is “I’m almost there,” and red is
“I didn’t meet the objective.”
• Thanks, and enjoy your lunch! 