are you smarter than a 4 th grader? get to know the smarter balance test dok and 4 th grade...

Are you Smarter than a 4th Grader? Get to know the Smarter Balance Test

DOK and 4th Grade MathematicsSmarter Balanced Assessment Questions

Jon McKenzie and Joe Kremer

Learning Goals for today

I understand the role that the Iowa Core and SBAC items play in helping us align instruction, instructional materials and various classroom assessments

Iowa Core – 4th Grade Mathematics

Depth of Knowledge (D.O.K.)

• Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as listed in the state standards.

• The Depth of Knowledge conceptual framework forms the basis for development of Common Core and the associated Assessments.

Developed by Dr. Norman Webb, senior research scientist at the National Institute for Science Education.

Depth of Knowledge

DOK 1 RecallRecall of a fact, information, or perform a routine procedure.

DOK 2 Basic Application Skill/ConceptRoutine use information or conceptual knowledge, two or more steps, etc.

DOK 3 Strategic ThinkingRequires reasoning, developing plan or a sequence of steps, some complexity, more than one approach or possible right answer; non-routine

DOK 4 Extended ThinkingRequires an investigation or application to real world, time to think and process multiple conditions of the problem or task; non-routine manipulations across content areas/sources

Google Doc – Web’s DOK examples

D.O.K. rigor is not about difficulty……it is about the complexity of thinking

Difficulty is a reference to how many students answer a question correctly.

Same DOK, Different Level of Difficulty– Level 1 DOK - Who is the current President of the

United States?– Level 1 DOK – Who was the 19th President of the

United States?

Depth of Knowledge

• DOK levels are cumulative. For example, a DOK level 3 activity will probably contain DOK level 1 and 2 elements;

• However, DOK levels are NOT additive. You cannot create a DOK level 2 activity with only DOK level 1 elements (i.e., a DOK level 1 + DOK level 1 does not equal a DOK level 2)

So, why is this important

We need to become better consumers of the Iowa core so instructional planning, materials, actions and evidence collection activities are aligned with the level of rigor intended by the Iowa Core - (CIA)

What happens when this alignment is not realized?

Your Turn…..Are you up to the challenge?

1. Read and consider each SBAC assessment item which follows

2. Identify the level of Depth of Knowledge (DOK) represented in the item

3. Bonus – identify standard and correct answer

Do not worry if you get these wrong. This is hard work and takes practice!

Select the statement that explains how the values of the numbers 420 and 4,200 are different.

a. 4,200 is 1000 times as large as 420b. 4,200 is 100 times as large as 420c. 4,200 is 10 times as large as 420d. 4,200 is 1 time as large as 420

Item Claim Domain Target DOK CONTENT MP Key

#2 1 NBT D 1 4.NBT.A.1 N/A C

Key: C Rubric: (1 point) Student selects the correct statement.

Figure A has of its whole shaded.

Write another fraction that is equal to .

Item Claim Domain Target DOK CONTENT MP Key

#3 1 NF F 1 4.NF.A.1 N/A See exemplar

.

Key: or its equivalent Rubric: (1 point) Student enters fraction equivalent to , but not

Check the box that matches each figure with its description. Each figure may be matched to more than

one description.

Item Claim Domain Target DOK CONTENT MP Key

#4 1 G L 2 4.G.A.2 N/A See exemplar

Exemplar: (shown at right) Rubric: (1 point) Student selects the correct shape attributes.

A student claims that all fractions greater than have a denominator less than 7.

Show that the student’s claim is only sometimes true.

• Write one number in each box to create a fraction greater than with a denominator less than 7.

• Write one number in each box to create a fraction greater than with a denominator greater than 7.

Item Claim Domain Target DOK CONTENT MP Key

#7 3 NF F 2 4.NF.A.2 2, 3 See exemplar

Exemplar: (shown at right) This is only one example of a correct response. Rubric: (2 points) Student enters a correct fraction in both Part A and Part B. (1 point) Student enters a correct fraction in either Part A or Part B.

A teacher gives 6 students some cards to play a game. She has 52 cards total. The

teacher gives each student 1 card until all 52 cards are gone.

How many students get exactly 9 cards?a. 2b. 4c. 5d. 6

Item Claim Domain Target DOK CONTENT MP Key

#8 2 OA A 2 4.OA.A.3 1, 2 B

Key: B Rubric: (1 point) Student selects the correct number of students.

Scott is reading a book that has 172 pages. Melanie is reading a book that has three times as many pages as Scott’s book. How many pages

does Melanie’s book have? Select all the equations that represent this problem.

Item Claim Domain Target DOK CONTENT MP Key

#10 4 OA E 2 4.OA.A.1, 3.OA.B.6

4 See exemplar

Exemplar: (shown at right)

Rubric: (2 points) Student selects three correct equations and no incorrect equations. (1 point) Student selects two correct equations and no incorrect equations.

A bottle holds liters of water. Sam needs 8 full bottles of water to fill his fish tank.

How many liters of water does Sam need to fill the fish tank?

Item Claim Domain Target DOK CONTENT MP Key

#14 1 NF G 2 4.NF.B.4c N/A B

Key: B Rubric: (1 point) Student selects the correct number of liters.

Select True or False for each comparison.

Item Claim Domain Target DOK CONTENT MP Key

#16 1 NF F 2 4.NF.A.2 N/A See exemplar

Exemplar: (shown at right) Rubric: (1 point) Student correctly identifies all three comparisons as either true or false (FFT).

Select True or False for each comparison.

Item Claim Domain Target DOK CONTENT MP Key

#18 1 NBT D 2 4.NBT.A.2 N/A See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student correctly identifies the comparisons as true or false (TFT).

Decide whether each expression is equal to 5 x . Check your answer within the table.

Item Claim Domain Target DOK CONTENT MP Key

#22 1 NF G 2 4.NF.B.4b N/A See exemplar

Exemplar: (shown at right) Rubric: (1 point) Student correctly identifies the expressions as “Equal to” or “Not Equal to” the given expression (NNE).

Write one number in each box to complete the subtraction problem shown.

Item Claim Domain Target DOK CONTENT MP Key

#23 2 NBT A 2 4.NBT.B.4 1 See exemplar

Exemplar: (shown at right) Rubric: (1 point) Student drags correct numbers into each box to complete the subtraction problem.

Marcia read books over the summer. She created the picture graph shown.

Create another picture graph that shows these data with a different key. You may use whole books and half books in your graph.

• Circle the key you will use.• Color in the books to

complete your picture graph.

Exemplar: (shown at right)

Rubric: (1 point) Student selects a key and correctly completes the picture graph using that key.

Item Claim

Domain Target DOK CONTENT MP Key

#5 4 MD, OA, NF

F 3 3.MD.B.3, 4.OA.B.4, 4.NF.B.4b

1, 6 See exemplar

Nicole is helping set up tables in the cafeteria. • Each table in the cafeteria seats 8 students.• Fourth grade students must fill a whole table before

sitting at another table.• There are 126 fourth grade students.

She used these steps to solve the problem:

Which equation could be Nicole’s Step 3 if she solved the problem correctly?

a. 8-6=2b. 6+15=21c. 6x8=48d. 18/6=3

Item Claim Domain Target DOK CONTENT MP Key

#12 3 OA B 3 4.OA.A.3 1, 3 A

Key: A Rubric: (1 point) Student selects the correct equation.

Select all the numbers that make this inequality true.

Item Claim Domain Target DOK CONTENT MP Key

#19 3 NF D 3 4.NF.B.3 7 See exemplar

Exemplar: (shown at right) Rubric: (1 point) Student selects the first and second numbers.

Write one fraction in each box to create two true comparisons.

Item Claim Domain Target DOK CONTENT MP Key

#25 3 NF A 3 4.NF.A.2 6 See exemplar

Exemplar: , (Other correct responses are possible) Rubric: (2 points) Student creates two true comparisons. (1 point) Student creates one true comparison.

• Thoughts?• Implications?• Next Steps for our School/District?• Staff Needs?• Questions