Transcript Assessment and Instruction: You Can’t Have One without the

Assessment and Instruction: You
Can’t Have One without the
Other!!!
Social Studies Coordinators and
Department Chairs
Piedmont Baptist Church
Conference Center
February 3, 2011
EQ: How does assessment inform
instruction?
• 8:00 – Refreshments
• 8:30 – 10:30 Practical Tools for Assessing Students (Rhonda Lokey
and Laura Golz)
• 10:30 – 10:45 Break
• 10:45 – 11:30 Breman Museum Traveling Trunks (Dr. Lili Baxter and
Mike Weinroth)
• 11:30 – 12:30 Lunch on Your Own
• 12:30 – 1:00 High-Stakes Testing: How Are Social Studies Teachers
Responding?
• 1:00- 2:30 Increasing Student Achievement with Depth of
Knowledge
• 2:30 – 2:40 Break
• 2:40 – 4:00 Assess Trax as a Meaningful Instructional Tool
Save the Last Word
for Me
1.
Create a group of 4 participants. Choose a timekeeper who has a watch.
2.
Each participant silently reads the selected text and highlights the passage that he/she considers to be either
the most significant idea or an idea that resonates with him/her.
3.
When the group is ready, a volunteer member identifies the part of the article that he/she highlighted and
reads it aloud to the group. This person (the presenter) says nothing about why that particular passage was
chosen.
4.
The group should pause for a moment to consider the passage before moving to the next step.
5.
The other participants each have 1 minute to respond to the passage - - saying what it makes them think about,
what questions it raises for them, etc.
6.
The first participant (the presenter) then has 3 minutes to state why he/she chose that part of the article and to
respond to – or build on – what his/her colleagues shared.
7.
The same pattern is followed until all four members of the group have had a chance to be the presenter and to
have “the last word”.
National School Reform Faculty:
Developed by Patricia Averette
Depth of Knowledge
and
Content Complexity
Dr. Norman L. Webb, Wisconsin Center for Education
Research, 1997
Level 1 – Recall
Recall of a fact, information, or procedure
Level 2 – Skill/Concept
Use information or conceptual knowledge, two or
more steps, etc. (Compare and Contrast, for example)
DOK Levels, continued
• Level 3 – Strategic Thinking
Requires reasoning, developing plan or a
sequence of steps, some complexity, more
than one possible answer (analysis, draw
conclusions)
• Level 4 – Extended Thinking
Requires an investigation, time to think
and process multiple conditions of the
problem (SS Fair, History Day, Senior Project)
Content Complexity
Differentiates learning expectations by
- considering the amount of prior knowledge
-processing of concepts and skills
- sophistication
- number of parts, and
- application of content structure required to
meet an expectation or to attain an outcome.
Bloom’s Taxonomy (1957)
• Knowledge – Recall of specifics and generalizations; of
methods and processes; and of pattern, structure, or setting
• Comprehension – Knows what is being communicated and
can use the material or idea
• Application – Make clear the relative hierarchy of ideas in a
body of material or to make explicit the among the ideas
• Synthesis – Assemble parts into a whole
• Evaluation – Judgments about the value of material and
methods used for particular purposes
The Cognitive Processing Dimension of the
Revised Bloom’s Taxonomy
•
•
•
•
•
•
Remember
Understand
Apply
Analyze
Evaluate
Create
What is the difference in Bloom’s
Taxonomy and Webb’s DOK?
• Bloom’s taxonomy begins with the simplest
behavior to the most complex. Bloom focuses
on instruction.
• Webb’s DOK is a scale of cognitive demand. It
refers to the complexity of the mental
processing that must occur to answer a
question, perform a task, or generate a
product. DOK focuses on assessment.
DOK Levels
• Level 1 – Recall
Recall of a fact, information, or procedure
• Level 2 – Skill/Concept
Use information or conceptual knowledge, two or more
steps
• Level 3 – Strategic Thinking
Requires reasoning, developing a plan, sequence of
steps, some complexity, more than one possible answer
• Level 4 – Extended Thinking
Requires an investigation, time to think and process
multiple conditions of the problem
Questions for Thought: Different DOK
Levels
• DOK 1:
How can you find the meaning of ___?
Can you recall ___?
• DOK 2:
How would you classify the type of ___?
What can you say about ___?
• DOK 3:
What conclusions can be drawn from these three texts?
What is your interpretation of this text? Support your
rationale.
Which of these means about the same as
the word gauge?
a.
b.
c.
d.
balance
measure
select
warn
Gauge: calculate or evaluate something,
ensure conformity to a standard.
Synonmyn = measure
• This is a level 1 or 2 question. It is a level 1 if
the student only needs to know the definition
in order to answer the question.
• This is a level 2 question if the student must
look at information in context in order to
answer the question.
What is the correct answer?
• 121
13
32
+34
1) 190
2) 200
3) 290
4) N
Complexity vs. Difficulty
• The problem on the previous slide is NOT a
complex problem, but it is a difficult problem
due to the opportunities to make mistakes.
Therefore, this is a level 1 problem.
DOK is not about difficulty, but rather
about complexity.
• Difficulty is associated with how many students
answer the question correctly.
What is the suffix in the word unsuccessful? (Most
students can answer this so it is considered
“easy”.)
What is the suffix in the word unimaginative? (If
the majority of students answer this question, it
is considered to be “difficult”, however, it is NOT
complex. The mental procedure for both is the
same.
A person at a city political meeting is
holding a sign that says: “Fair Taxes –
Vote for Davis!!”
Based on the information from this sign, what
type of government does this city have?
A. dictatorship
B. direct democracy
C. absolute monarchy
D. representative democracy
Why is the question on the previous
slide a level 2 question?
Which of the following statements best describes the
relationship between the general election years from 1996
to 2000 and oil and gas industry donations to Democrats?
A. Oil and gas industry donations to Democrats
increased and then decreased.
B. Oil and gas industry donations to Democrats
decreased and then increased.
C. Oil and gas industry donations to Democrats
consistently increased.
D. Oil and gas industry donations to Democrats
consistently decreased.
Why is this a DOK level 3 question?
Looking at Sample Test Items