STANDARDS SCALING– TEACHER LEADERS

LMS TEAM

March 21, 2014

ENTRY TASK

What do you already know about DOK?

What do you want to learn?

“Clearly a better method for developing and scoring assessments is needed – one that ensures that the scale (the size of an inch) stays the same from one assessment to the next and that a teacher applies the same logic to scoring of each assessment.”

Marzano, Robert J. Formative Assessment and Standards-Based Grading 2010

FOCUS TODAY

What do we mean by “Depth of Knowledge” (DOK) as defined by Norman Webb

How is the “Depth of Knowledge” learning progression a tool in using the construction of a proficiency scale to “unpack” clusters/ standards?

How can a deeper understanding of DOK help design Success Time tutorials and enrichment activities?

NORMAN WEBB’S DEPTH OF KNOWLEDGE

Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with assessments

• The degree of depth or complexity of knowledge reflected in the content standards and assessments

• How deeply a student needs to understand the content for a given response/assessment

.

• Is a scale of cognitive demand which aligns standards with assessments.

• DOK addresses the content being assessed and the depth to which we expect students to demonstrate understanding of that content.

• DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

• DOK is about cognitive complexity, not difficulty.

Webb’s Depth of Knowledge (DOK)

DO

K L

EV

ELS

• Organize, Group

• Show• Guess or

predict• Compare• What caused...

• Construct• Explain• Investigate• Edit or change• Comment on…

• Who? What? When? Where? Why?

• Find, Tell• State, Draw

• Criticize• Prove• Connect• Design• Analyze• Create

4: Extend

ed Thinki

ng

1: Recall

2: Skill

/Concept

3: Strate

gic Thinki

ng

RECALL AND REPRODUCTION: LEVEL 1

DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Locate or recall facts explicitly found in

text.

LEVEL 1 RECALL-REPRODUCTION

Recall or recognize a fact, term, or property. Represent in words or diagrams a scientific

concept or relationship. Provide or recognize a standard scientific

representation for simple phenomena. Perform a routine procedure such as

measuring length. Identify familiar forces (e.g. pushes, pulls,

gravitation, friction, etc.) Identify objects and materials as solids,

liquids, or gases

SKILLS/CONCEPTS: LEVEL 2

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply more than one mental or cognitive process/step. Identify and summarize the major events, problem, solution,

conflicts in literary text. Explain the cause-effect of historical events.

LEVEL 2- SKILL AND CONCEPTS

Specify and explain the relationship among facts, terms, properties, and variables.

Identify variables, including controls, in simple experiments.

Distinguish between experiments and systematic observations.

Describe and explain examples and non-examples of science concepts.

Select a procedure according to specified criteria and perform it.

Formulate a routine problem given data and conditions. Organize, represent, and interpret data.

STRATEGIC THINKING: LEVEL 3

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Explain, generalize or connect ideas, using

supporting evidence from a text or source.

LEVEL 3- STRATEGIC THINKING

Identify research questions and design investigations for a scientific problem.

Design and execute an experiment or systematic observation to test a hypothesis or research question.

Develop a scientific model for a complex situation. Form conclusions from experimental data. Cite evidence that living systems follow the Laws of Conservation

of Mass and Energy. Explain how political, social, and economic concerns can affect

science, and vice versa. Create a conceptual or mathematical model to explain the key

elements of a scientific theory or concept. Explain the physical properties of the Sun and its dynamic nature

and connect them to conditions and events on Earth. Analyze past, present, and potential future consequences to the

environment resulting from various energy production technologies

EXTENDED THINKING: LEVEL 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time. Gather, analyze, organize, and interpret

information from multiple (print and non-print sources) to draft a reasoned report.

LEVEL 4- EXTENDED THINKING

Based on provided data from a complex experiment that is novel to the student, deduce the fundamental relationships among several variables.

Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions.

Explain how a particular scientific theory (e.g., evolution, plate tectonics, atomic theory, etc.) is supported by evidence from multiple lines of inquiry.

Produce a detailed report of a scientific experiment or systematic observation and infer conclusions based upon evidence obtained.

Write a detailed history of the development of an important scientific concept (e.g., atomic theory, gravitation) and explain how current conceptions developed from prior ones

DEPTH OF KNOWLEDGE

• Recall— Identify this utensil.

• Concept— Explain the function of the fork.

• Strategic— Identify two examples of when a fork would not be the best utensil for a type of food and explain why.

• Extended— Design an investigation to determine the optimal number and length of tines for a salad fork.

From: Lois BarnesSREB/HSTW

DEPTH OF KNOWLEDGE• Recall— Identify the type of tree.• Concept— Explain the function

of the leaves.• Strategic— Explain how a

drought might affect the growth of the tree.

• Extended— Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

From: Lois Barnes

SREB/HSTW

FROM TEACHER TO STUDENT IN FOCUS

DOK 1 – Teacher driven DOK 2 – Teacher provided options DOK 3 – Student DOK 4 - Student

CARD SORT ACTIVITY? NEED NEW SORT

Working with an elbow partner label each task/prompt with the appropriate DOK level and justify your decision.

COGNITIVE RIGOR MATRIX–SWITCH TO ELAThis matrix from the Smarter Balanced Content Specifications for Literacy draws from both Bloom’s

(revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.

DOK SNAPSHOT

DOK is a scale of cognitive demand DOK requires looking at the assessment item/standard

not student work to determine the level. DOK is about the item/standard not the student The context of the item/standard must be considered to

determine the DOK level not just a look at what verb was chosen.

DOK is lowered when too much information is given

DOK is not about difficulty but how much thinking is required for the student to complete the prompt/task

DOK is not an exact science

Recall/Reproduction

DOK 1

Skills/

Co

ncep

tsD

OK

2

Strategic ThinkingDOK 3

Ext

end

ed

Th

inki

ng

DO

K 4

Proficiency

Proficiency reflects DOK level specific to a standard

ASSESSMENT LITERACY

Each item aligned to a standard Enough items to represent standard Items grouped by standard Enough items at different DOK levels Best “type” of assessment item to

measure level Strength of item to distinguish both

correctness and misconceptions for instruction

PLAN

DOK scaffolding for Tutorial

Deign

DOK 3 and 4 collaboration

items for enrichment

- using scaling as foundation

COURSE DESIGN BASICS Select course standards

These are the priority standards for the course – the ones students will have multiple opportunities to reach standard on – shift to CCSS and NGSS alignment

Scale standards Develop summative assessments – “body of evidence”

Leveled prompts/items Backwards design an instructional plan: include levels of

rigor, quality assignment development, intentional text selection, frequent checks for understanding and student-involved progress monitoring

Interventions and enrichments Within class As a building

Determine reporting and grading based on the instructional plan

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Questions?