Upload
kaylee-shelton
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
In Your Walkthroughs…Do You See Rigorous and
Relevant Questions/Assignments?
High School Learning Team
MeetingOctober 26, 2005
Defining Rigor and Relevance
RigorCan be measured on a
continuum
Low end rigor: acquiring knowledge
High end rigor:
using knowledge in complex ways
RelevanceIs also measured on a
continuumLow end relevance:
Knowledge acquired for its own sake
High end relevance:Use of knowledge to
solve complex real-world problems
1 2 3 4 5
ApplicationApplication(Relevance)(Relevance)
Knowledge Knowledge (Rigor)(Rigor)
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
Adapted from International Center for Leadership in Education
RIGOR AND RELEVANCE FRAMEWORK
C D
A B
Evaluation 6
Synthesis 5
Analysis 4
Application 3
Comprehension 2
Awareness 1
1
Knowledge in 1
discipline
2
Apply Knowledge
in 1 discipline
3
Apply knowled
ge across
disciplines
4
Apply knowledge to
real world predictable situations
5
Apply knowledge
to real world unpredictable situations
APPLICATION
KNOWLEDGE
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Quadrant A – AcquisitionStudents: •gather and store bits of knowledge within
one discipline•remember or understand their knowledge
within one discipline
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A B
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Application
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A B
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Application
Adapted from International Center for Leadership in Education
Quadrant B – ApplicationStudents:•use foundational knowledge •apply knowledge across disciplines and/or in a real world situationThe highest level of relevance is to apply knowledge in unpredictable situations
1
2
3
4
5
6
1 2 3 4 5
A B
C
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Application
Assimilation
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A B
C
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition Application
Assimilation Quadrant C – Assimilation
Students:•extend and refine their foundational knowledge
within one discipline•analyze, synthesize, solve problems and
create solutions within one discipline
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Assimilation
Adaptation
ApplicationAdapted from International Center for Leadership in Education
Adapted from International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition
Assimilation Adaptation
Application
Quadrant D – AdaptationStudents: •think in complex ways and apply knowledge
and skills across disciplines•analyze, synthesize, solve problems and
create solutions in real world situationsThe highest level of adaptation is to apply knowledge in unpredictable perplexing situations.
Current Curriculum
PublicExpectations
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
Knowledge
Apply inOne
Discipline
Apply Across
Disciplines
Apply to Real-world
Predictable
Situations
Apply to Real-world
Unpredictable
Situations
Rigor/Relevance FrameworkRigor/Relevance Framework
Adapted from International Center for Leadership in Education
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
Knowledge Apply inOne
Discipline
Apply Across Disciplines
Apply to Real-world
Predictable Situations
Apply to Real-world
Unpredictable Situations
The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Adapted from International Center for Leadership in Education
Define the terms cold front, warm front, stationary front and the symbols used to identify them.
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
Knowledge Apply inOne
Discipline
Apply Across Disciplines
Apply to Real-world
Predictable Situations
Apply to Real-world
Unpredictable Situations
The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Adapted from International Center for Leadership in Education
Define the terms cold front, warm front, stationary front and the symbols used to identify them.
Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
Knowledge Apply inOne
Discipline
Apply Across Disciplines
Apply to Real-world
Predictable Situations
Apply to Real-world
Unpredictable Situations
The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Adapted from International Center for Leadership in Education
Define the terms cold front, warm front, stationary front and the symbols used to identify them.
Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.
Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
Knowledge Apply inOne
Discipline
Apply Across Disciplines
Apply to Real-world
Predictable Situations
Apply to Real-world
Unpredictable Situations
The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Adapted from International Center for Leadership in Education
Define the terms cold front, warm front, stationary front and the symbols used to identify them.
Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.
Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.
Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
Determining Levels of Rigor and Relevance
Competency Knowledge
Level
Application
Level
R/R Quadrant
1. Compare and Contrast two short stories. 4
2.Describe information contained on a 2000 census graph.
3.Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.
4.Read a bus schedule to determine the length of time for an across-city trip and which buses to take.
2 C
Adapted from International Center for Leadership in Education
Determining Levels of Rigor and Relevance
Competency Knowledge
Level
Application
Level
R/R Quadrant
1. Compare and Contrast two short stories. 4
2.Describe information contained on a 2000 census graph.
3.Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.
4.Read a bus schedule to determine the length of time for an across-city trip and which buses to take.
2 C
Adapted from International Center for Leadership in Education
B41/2
Determining Levels of Rigor and Relevance
Competency Knowledge
Level
Application
Level
R/R Quadrant
1. Compare and Contrast two short stories. 4 2 C
2.Describe information contained on a 2000 census graph. 1/2 4 B
3.Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.
4.Read a bus schedule to determine the length of time for an across-city trip and which buses to take.
2 A
Adapted from International Center for Leadership in Education
1
Determining Levels of Rigor and Relevance
Competency Knowledge
Level
Application
Level
R/R Quadrant
1. Compare and Contrast two short stories. 4 2 C
2.Describe information contained on a 2000 census graph. 1/2 4 B
3.Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.
1
4.Read a bus schedule to determine the length of time for an across-city trip and which buses to take.
2 A
4 4 D
Adapted from International Center for Leadership in Education
Let’s Look at a Test
American Vision, Florida EditionSocial Studies, 11th GradeAmerican History 1921-1929Unit 7Chapter 21 Test, Form B
Standard Addressed: SS.A.5.4.History, Time, Continuity, and ChangeThe student understands U.S. history from 1880 to
the present day.
What Do Rigor and Relevance Look Like in Test Questions?
FOUNDATIONAL
LEVEL I
CRITICAL REASONING
LEVEL II
Define
Explain
Label
Identify
Sequence
Compare (Recalling Information)
Summarize (One Source)
Analyze
Modify
Judge
Recommend
Investigate
Compare (Learned Information Used in a Novel Way)
Summarize (Multiple Sources)
FCAT Reading % of Points – Bloom’s Taxonomy
FCAT
Reading Grade
FOUNDATIONAL
LEVEL I
CRITICAL REASONING
LEVEL II
3 60% 40%
4-6 50% 50%
7-8 40% 60%
9-10 30% 70%
C O G N I T I V E C O M P L E X I T Y
B L O O M ’ S T A X O N O M Y W E B B ’ S D E P T H O F K N O W L E D G E
K N O W L E D G E “ T h e r e c a l l o f s p e c i f i c s a n d
u n i v e r s a l s , i n v o l v i n g l i t t l e m o r e t h a n b r i n g i n g t o
m i n d t h e a p p r o p r i a t e m a t e r i a l . ”
C O M P R E H E N S I O N “ A b i l i t y t o p r o c e s s k n o w l e d g e o n a l o w l e v e l s u c h t h a t t h e k n o w l e d g e
c a n b e r e p r o d u c e d o r c o m m u n i c a t e d w i t h o u t a v e r b a t i m r e p e t i t i o n . ”
R e c a l l – R e c a l l o f a f a c t , i n f o r m a t i o n , o r p r o c e d u r e ( e . g . , W h a t a r e 3 c r i t i c a l s k i l l c u e s f o r t h e o v e r h a n d
t h r o w ? )
A P P L I C A T I O N “ T h e u s e o f a b s t r a c t i o n s i n
c o n c r e t e s i t u a t i o n s . ”
B a s i c A p p l i c a t i o n o f S k i l l / C o n c e p t – U s e o f i n f o r m a t i o n , c o n c e p t u a l k n o w l e d g e , p r o c e d u r e s , t w o o r m o r e s t e p s , e t c . ( e . g . , E x p l a i n w h y e a c h s k i l l c u e i s i m p o r t a n t t o t h e o v e r h a n d t h r o w . “ B y
s t e p p i n g f o r w a r d y o u a r e a b l e t o t h r o w t h e b a l l f u r t h e r . ” )
A N A L Y S I S “ T h e b r e a k d o w n o f a s i t u a t i o n i n t o
i t s c o m p o n e n t p a r t s . ”
S t r a t e g i c T h i n k i n g – R e q u i r e s r e a s o n i n g , d e v e l o p i n g a p l a n o r s e q u e n c e o f s t e p s ; h a s s o m e
c o m p l e x i t y ; m o r e t h a n o n e p o s s i b l e a n s w e r ; g e n e r a l l y t a k e s l e s s t h a n 1 0 m i n u t e s t o d o ( e . g . , D e s i g n 2 d i f f e r e n t p l a y s i n b a s k e t b a l l a n d e x p l a i n
w h a t d i f f e r e n t s k i l l s a r e n e e d e d a n d w h e n t h e p l a y s s h o u l d b e c a r r i e d o u t . )
S Y N T H E S I S A N D E V A L U A T I O N “ P u t t i n g t o g e t h e r e l e m e n t s & p a r t s t o f o r m a w h o l e , t h e n m a k i n g v a l u e
j u d g m e n t s a b o u t t h e m e t h o d . ”
E x t e n d e d T h i n k i n g – R e q u i r e s a n i n v e s t ig a t i o n ; t i m e t o t h i n k a n d p r o c e s s m u l t i p l e c o n d i t i o n s o f t h e
p r o b l e m o r t a s k ; a n d m o r e t h a n 1 0 m i n u t e s t o d o n o n - r o u t i n e m a n i p u l a t i o n s ( e . g . , A n a l y z e 3 d i f f e r e n t
t e n n i s , r a c q u e t b a l l , a n d b a d m i n t o n s t r o k e s f o r s i m i l a r i t i e s , d i f f e r e n c e s , a n d p u r p o s e s . T h e n ,
d i s c u s s t h e r e l a t i o n s h i p b e t w e e n t h e m e c h a n i c s o f t h e s t r o k e a n d t h e s t r a t e g y f o r u s i n g t h e s t r o k e
d u r i n g g a m e p l a y . ) h t t p : / / u w a d m n w e b . u w y o . e d u / w y h p e n e t / W A H P E R D h a n d o u t s / C O G N I T I V E % 2 0 C O M P L E X I T Y . d o c
FCAT Reading % of Points – Webb’s Depth of Knowledge
FCAT
Reading Grade
LOW(Recall- Sequence, Identify Figurative
Language)
MODERATE(Infer, Compare, Explain, Classify,
Summarize)
HIGH(Analyze, Multiple
Connections, Abstract
Reasoning)
3 25-35% 50-70% 5-15%
4 20-30% 50-70% 10-20%
5-7 15-25% 50-70% 15-25%
8 10-20% 50-70% 20-30%
9 10-20% 50-70% 20-30%
10 10-20% 45-65% 25-35%
Supporting Resources and Agencies
Alison Adler, Ed., D.– Safe Schools Institute at [email protected]
Dr. Richard J. Stiggins – Assessment Training Institute at www.assessmentinst.com
Dr. Jeff Howard – Efficacy Institute at www.efficacy.org
Education Trust at www.edtrust.org
Dr. Willard Daggett – International Center for Leadership in Education at www.daggett.com