cognitive test questions d-quadrant teaching rubrics
DESCRIPTION
Cognitive: acquisition of knowledge and skill by listening, watching, touching, AND experiencing. To learn by using their reason, intuition, and perception. Learner then processes and remembers new information through a variety of learning activities.TRANSCRIPT
Cognitive Test QuestionsD-Quadrant Teaching
Rubrics
Part 1: Monday November 7th 2011
Part 2: Monday November 14th 2001
Return Graded WorkReflections on Lesson TeachingTonight’s Material
Final Meeting during Final Exam week
To Start …
Cognitive: acquisition of knowledge and skill by listening, watching, touching, AND experiencing.
To learn by using their reason, intuition, and perception. Learner then processes and remembers new information
through a variety of learning activities.
What are Cognitive Questions?
The 3 R’s:RigorRelevanceRelationships
Relationships are the connections the students make to the content/material … via the types of instructional activities that YOU THE TEACHER create/implement.
Rigor & Relevance are done through the D-QUADRANT!
How do we teach to the Cognitive Learning Model?
Rigor & Relevance for Today’s ClassroomKNOWLEDGE
A P P L I C A T I O N
A B
DC
TeacherWork
StudentThink
StudentThink & Work
StudentWork
AKnowledge in one discipline
BApply
knowledge in one discipline
CApply
knowledge across
disciplines
DApply
knowledge to real world
predictable situations
EApply
knowledge to real world
unpredictable situations
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
A B
C D
Acquisition
Application
Assimilation
Adaptation
Know
ledge
Application©International Center for Leadership in Education
Part 1 HomeworkAssessment Reflection Questions:
1. What do you remember was the best way you were assessed?
2. What do you remember was the worse way you were assessed?
3. What types of assessments did you do best on?
4. What types of assessments did you do worse on?
5. List your IDEAL preferences for the most authentic & reflective way to assess your students.
Write Quiz! / Print 6 copies / Peers will critique
Part 2 …Asking Questions in the ClassroomUnderstanding Open and Closed Questions
Closed questionsTest factual knowledgeContain limited range of correct responses
Open questionsBuild upon factual knowledgePromote higher-order thinking
Reflecting on Questions You’ve UsedReflect on the questions used in collaborative
units you’ve done
Rigor
Intel: Teaching Thinking with Technology
Three Levels of QuestionsEssential Questions
Are overarching, foundational “big idea” questions
Can help focus several unitsCan be used over the course of a yearExample:
What does it take to change the world?
Rigor
Intel: Teaching Thinking with Technology
Three Levels of QuestionsUnit Questions
Are unit-specific, open-ended questions
Help build understanding for the Essential Question
Example:Why leave one’s home to
make a new life in a strange land?
Rigor
Intel: Teaching Thinking with Technology
Three Levels of QuestionsContent Questions
Are supporting, fact-based questions
Are categorized as closed questions
Help strengthen and develop students’ understanding of larger questions
Examples:What route did the early
explorer’s take?What were the explorers
looking for?
Rigor
Intel: Teaching Thinking with Technology
Curriculum-Framing QuestionsIndividual Practice with
Questions Determine Essential Questions Identify Essential, Unit, and
Content Questions Review “big idea” conceptsWith a Partner Exchange questions created Help each other revise
Essential Questions using big ideas as neededRemember to write
questions in student-appropriate language
Rigor
Intel: Teaching Thinking with Technology
How can you make it authentic? InstructionAssessmentPerformance-Based Learning Inquiry-Based ProjectsCollaboration Work
Relevance
Authentic Instruction deserves Authentic AssessmentsA form of assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller
"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).
“Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).
Assessing All This …
Traditional ---------------------AuthenticSelecting a Response -------- Performing a TaskContrived ----------------------- Real-lifeRecall/Recognition ------
Construction/ApplicationTeacher-structured --------- Student-structuredIndirect Evidence ------------ Direct Evidence
Traditional versus Authentic
Authentic Assessments are also known as:-Performance Assessment-Alternative Assessment-Direct (Application) Assessment
EXAMPLES!
Rubrics: a scoring scale used to assess student performance along a task-specific set of criteria
Typically take the form of a grid with row headings describing the assessed criteria and columns noting the point value per each criteria.
Assessing Authentic Assessments
Let’s look at
some examples
online!
Write UNIT EXAM!!!Timing = 40-60 minutes (for you to do)
Variety of questions(MC, Vocab, T/F, Q/A, Written Response)
Other items …Finalize Lesson Plans & PortfolioResource Guide construction
For Next Week …