StudentDriven

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TeacherDriven

RIGOR, RELEVANCE & RELATIONSHIPS MODEL ADAPTATIONKnowledze TaxonomyEvaluation: "Judging the outcome"• Compare and discriminate between ideas• Assess values of theories, presentations• Make choices on reasoned arguments

• Verify value of evidence• Recognize subjectivity• Make judgments/choices based on

criteria/standards/conditions

Synthesis: "Putting together"• Use old ideas to create new ones• Relate knowledge from several areas• Reorganize parts to create new original

thing, idea, concept

• Use creativity to make something new• Generalize from given facts• Predict or draw conclusion

Analysis: "Taking apart"• See patterns/relationships• Recognize of hidden parts• Take ideas/learning apart• Find unioue characteristics

• Organize parts• Identify components• Separate into component parts

Application: "Making use of knowledge" 3• Use of information • Solve problems using required skills• Use methods, concepts, theories in new and/or knowledge

situations • Make use of learning in new or concretemanner, or to solve problems

Comprehension: "Confirming"• Understand information• Translate knowledge into new context• Grasp meaning of materials learned,

communicate learnings, and interpretlearnings

• Order, group, infer causes• Interpret facts, compare/contrast• Predict consequences

Knowledge: "Information gathering"• Observation and recall of information • Mastery of subject matter• Knowledge of dates, events, places • Gain specific facts, ideas, vocabulary,

etc.

Rigor x Relevance x Relationships = Meaningful LearningIf one of these are missing, learning breaks down.R x R x 0 = Wasted ExperienceR x 0 x R = Meaningless Knowledgeo x R x R = Superficial Learning

6

Teacher WorkRelationships Insignificant

Dc5

AssimilationStudents extend and refine theirknowledge so that they can use it

automatically and routinely to analyze andsolve problems and create solutions.

AdaptationStudents have the competence that, when

confronted with perplexing unknowns, theyare able to use their extensive knowledgebase and skills to create unique solutionsand take action that further develops their

skills and knowledge,

Students CreateRelationships Critical

BAppl ication

Students use acquired knowledge to solveproblems, design solutions, and completework, The highest level of application is toapply appropriate knowledge to new and

unpredictable situations,

Student WorkRelationships Important

4 Students ThinkRelationships Important

Application Model1 2 3 4 5

Knowledge Apply Apply Apply Applyin one knowledge knowledge knowledge knowledge

discipline in one across to real world, to real world,discipline disciplines predictable unpredictable

situations situations

A2 Acquisition

Students gather and store bits ofknowledge and information and are

expected to remember or understand thisacquired knowledge,

1

ClassroomIncreased Relevance

Real Life•

Rigor/Relevance FrameworkVerbsKnowledge

Taxonomy

Student ThinksDeeper I refined & extended thinking .....

analyze evaluateassess examinecalculate explaincategorize formulatecause/effect' hypothesizecompare inferconnect , predictcontrast simplify

Analysis critique "\ '" _,_' ,.,,~V summarizeIITk' At" ' ~t. a Ing par describe support

o di e e iate traceOl .Ci Application ,~ 'o:TeacherWorks "' , Student Works11M k' s f Building~the fo~ndation of knowledge..... :', Taking knowledge to do what?a Ing u eo' "", .....

Knowledge" choose ,. ~\, measure apply ". ---C0F>Y , . \ ' . ~ memorize build

"aet'in'e ~,'" .. \ " '.",' ... ' ' t:lQm~''c'" collectr,ind,' 'j" ~"" neecll i demonstrateidentify' " ';" recite' iii, display\ ' ,

label \ . "record drawlist ' \ '. repeat" explainlocate ,,- ...~'~'" \ select graphmatch r- • ' "Il tell

Evaluation"Judge theOutcome"

Synthesis"Putting

Together"

Comprehension"Confirming"

Awareness"InformationGathering"

Student Thinks & Wo,rksConnect,ing,knowl'edge)to ,reali-wor:ld :rol'produce? ..

GlJ'9uecomposeconcludecreatedebatedefenddesigndramatize'edit

estimateevaluate, uInventjustifyproveraterevisevalida,te

Acquire knowledge

in one discipline. I across disciplines.

Apply knowledge

in one discipline.

illustrateinterpretintervieworganizereportsequenceshow

Application Model

Relevance

Apply knowledge to real-world in

predictablesituations.

unpredictab Iesituations.

KnowledgeTaxonomy

Rigor/Relevance FrameworkProducts

Evaluation"Judge theOutcome"

Synthesis"Putting

Together"

Analysis"Taking Apart"

Student ThinksEvidence of deeper thinking .....

,"bstrcrctchart

classificationessay

inventoryinvestigation

planquestionairc~"e'seclreti'summary

Student Thinks, & WorksConneefing,'knowl'edgeto' ,r~'Ql':'worldprodClcts. .,.

adaptationbrochurecollagedebate

,editorialevaJlJati~n

gQme'inventionletter

newspaperpamphlet

playpoem

portfoli'Oproject desigD;;, 'so.,gllrqp

trialC-O~~~A~P~p~li:ca~t~io:n~1r~~~---~"Trc-'e~'Q~c~h:e;r~'vv~,~o:r~ks;-~~--~----~----~~--;;~;:~~~------------J

"Making use of Building the fou,ndation of knowledge.....

Knowledge"

Comprehension"Confirming"

Awareness"InformationGathering"

Acquire knowledge

,-~~-+--,-__ ~~".......-_.'_,-1--

Apply knowledge

Student WorksUsing knowledge to extend learning ....

collectiondemonstr~tion

diagrc;r'e~Rla.,a-fion

interpretafionjournaloutline

'1podel"'scrapbook

in one discipline. in one discipline. I across disciplines.

Apply knowledge to real-world in

predictable unpredictablesituations. situations.

Application Model

Relevance

4 Selecting and Developing Local Assessments

Relationship of .Assessments tothe Rigor/Relevance Framework

,IIIIII•I•,,•·r•IJ·IIIrIIrIIIIIII,I·I•Ir·I,IIIII------------------------------------------r---------------- ..--------------------------II·II··IIIIIIIIIII·1IIII··I•IJIIIIII

IIII

I·I

Primary = Best Match

Quadrant C Assimilation

Primary

• Extended Response• Product Performance

Secondary

• Process Performance• Constructed Response• Portfolio• Self-reflection• Multiple Choice

Quadrant A Acquisition

Pri~ary

• Multiple Choice• Constructed Response

Secondary

• Process Performance• Extended Response• Self-reflection

© International Jnter for Leadership in Education

Secondary = Also Appropriate

Quadrant 0Adaptation

Primary

• Portfolio• Product Performance• Interview• Self-reflection

Secondary

• Extended Response• Process Performance

Quadrant BApplication

Primary

• Process Performance• Product Performance

Secondary

• Interview• Constructed Response• Multiple Choice• Portfolio• Self-reflection

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