school board workshop january 11, 2006 rigorous and relevant questions/assignments? alison adler and...
TRANSCRIPT
School Board WorkshopJanuary 11, 2006Rigorous and Relevant Questions/Assignments?
Alison Adlerand
Rosemarie BackhusThe Department of Safe
Schools
Secondary Schools
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
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
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
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
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
Quadrant A – Acquisition
Define the terms cold front, warm front, stationary front and the symbols used to identify them from your science textbook.
What do you think this looks like?
Quadrant A because you are:•Recalling learned information•In one subject area
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
Quadrant B – Application
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.
What do you think this looks like?
Quadrant B because you are:•Recalling learned information•Using current data from a real world situation
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
Quadrant C – Assimilation
Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.
What do you think this looks like?
Quadrant C because you are:•Manipulating learned information•In one subject area
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.
Quadrant D – Adaptation
Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
What do you think this looks like?
Quadrant D because you are:•Manipulating learned information•Using current data from a real world situation
Determining Levels of Rigor and Relevance
Competency Knowledge
Level
Application
Level
R/R Quadrant
1. Compare and Contrast two short stories.
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.
Adapted from International Center for Leadership in Education
C D
A B
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
Question #1: Compare and contrast two short stories.
Evaluation 6(Assess, Judge, Critique)
Synthesis 5(Develop, Create, Combine)
Analysis 4(Compare, Contrast, Differentiate)
Application 3(Apply, Show, Report)
Comprehension/Understanding 2(Summarize, Explain, Restate)
Awareness 1 (Define, Describe,
Identify)
C D
A B
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
Question #2: Describe information contained on a 2000 census graph.
Evaluation 6(Assess, Judge, Critique)
Synthesis 5(Develop, Create, Combine)
Analysis 4(Compare, Contrast, Differentiate)
Application 3(Apply, Show, Report)
Comprehension/Understanding 2(Summarize, Explain, Restate)
Awareness 1 (Define, Describe,
Identify)
C D
A B
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
Question #3: Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.
Evaluation 6(Assess, Judge, Critique)
Synthesis 5(Develop, Create, Combine)
Analysis 4(Compare, Contrast, Differentiate)
Application 3(Apply, Show, Report)
Comprehension/Understanding 2(Summarize, Explain, Restate)
Awareness 1 (Define, Describe,
Identify)
C D
A B
Evaluation 6(Assess, Judge, Critique)
Synthesis 5(Develop, Create, Combine)
Analysis 4(Compare, Contrast, Differentiate)
Application 3(Apply, Show, Report)
Comprehension/Understanding 2(Summarize, Explain, Restate)
Awareness 1 (Define, Describe,
Identify)
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
Question #4: Read a bus schedule to determine the length of time for an across-city trip and which buses to take.
High School Standards Social Studies
Standard 3: The student understands Western and Eastern civilization since the Renaissance. (SS.A.3.4)
Benchmarks: o (SS.A.3.4.8) Understands the effects of the Industrial Revolution o (SS.A.3.4.9) Analyzes major historical events of the first half of the 20th century
Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4)
Benchmarks: o (SS.A.5.4.1) Knows the causes of the Industrial Revolution and its economic,
political, and cultural effects on American society.
Answer Key CHAPTER 21 TEST, FORM B Matching 1. D 2. B 3. A 4. C 5. C 6. B 7. F 8. D 9. E 10. A Multiple Choice 11. D 12. A 13. B 14. C 15. C 16. B 17. C 18. B 19. C 20. A Essay 21. The contrast between Harding and Coolidge could not have been greater. Harding had enjoyed the easy conversation and company of old friends. He drank, smoked, and played poker in the White House with his friends. Coolidge, joked a critic, could be “silent in five languages.” “Silent Cal” had a simple and frugal manner. 22. Cars revolutionized American life. The auto industry spurred growth in other large industries, such as rubber, plate glass, nickel, and lead. Automaking alone consumed 15 percent of the nation’s steel, and the flood of cars stimulated a tremendous expansion of the petroleum industry. Cars also created new small-business opportunities, such as garages and gas stations. Cars eased the isolation of rural life, putting towns within reach of many farmers and the countryside a mere ride away for city dwellers. Cars also enabled people to live farther away from work. An entirely new kind of consumer and worker, the auto commuter, appeared. Commuters lived in growing suburban communities and drove to work in the city. Multiple Choice 23. D 24. B 25. A Short Answer 26. Technological advances helped farmers gain greater yields. Since there was no similar increase in demand, however, prices for farm products and incomes from farming dropped. 27. Cars during the early 1900s would have to survive poor road conditions, since there had yet to be a push for large-scale road improvements in the United States.
Answer Key
High School Standards Social Studies
Standard 3: The student understands Western and Eastern civilization since the Renaissance. (SS.A.3.4)
Benchmarks: o (SS.A.3.4.8) Understands the effects of the Industrial Revolution o (SS.A.3.4.9) Analyzes major historical events of the first half of the 20th century
Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4)
Benchmarks: o (SS.A.5.4.1) Knows the causes of the Industrial Revolution and its economic,
political, and cultural effects on American society.
Answer Key CHAPTER 21 TEST, FORM B Matching 1. D 2. B 3. A 4. C 5. C 6. B 7. F 8. D 9. E 10. A Multiple Choice 11. D 12. A 13. B 14. C 15. C 16. B 17. C 18. B 19. C 20. A Essay 21. The contrast between Harding and Coolidge could not have been greater. Harding had enjoyed the easy conversation and company of old friends. He drank, smoked, and played poker in the White House with his friends. Coolidge, joked a critic, could be “silent in five languages.” “Silent Cal” had a simple and frugal manner. 22. Cars revolutionized American life. The auto industry spurred growth in other large industries, such as rubber, plate glass, nickel, and lead. Automaking alone consumed 15 percent of the nation’s steel, and the flood of cars stimulated a tremendous expansion of the petroleum industry. Cars also created new small-business opportunities, such as garages and gas stations. Cars eased the isolation of rural life, putting towns within reach of many farmers and the countryside a mere ride away for city dwellers. Cars also enabled people to live farther away from work. An entirely new kind of consumer and worker, the auto commuter, appeared. Commuters lived in growing suburban communities and drove to work in the city. Multiple Choice 23. D 24. B 25. A Short Answer 26. Technological advances helped farmers gain greater yields. Since there was no similar increase in demand, however, prices for farm products and incomes from farming dropped. 27. Cars during the early 1900s would have to survive poor road conditions, since there had yet to be a push for large-scale road improvements in the United States.
Answer Key
Name: ________________________________ Date: _____________ Class: _____________
Normalcy and Good Times DIRECTI ONS: MATCHI NG Put the choices in Column A in the proper sequence in the diagram. Write the letters f rom the diagram in the blanks provided. (3 points each) Column A ____ 1. lower car prices f or consumers ____ 2. less time required to build cars ____ 3. adoption of the assembly line at Ford ____ 4. lower production costs DIRECTI ONS: MATCHI NG Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (3 points each)
5. installed the fi rst moving assembly line in 1914 A. Calvin Coolidge 6. fi rst cabinet offi cer in history to go to prison B. Albert B. Fall 7. presidential nominee of the Progressive Party in 1924 C. Henry Ford
8. made fi rst solo transatlantic fl ight D. Charles Lindbergh 9. sold medical supplies f rom veterans’ hospitals E. Charles R. Forbes 10. “Four-fi f ths of all our troubles in this lif e would disappear if we would only sit down and keep still.”
F. Robert La Follette
DIRECTI ONS: MULTI PLE CHOICE Choose the item that best completes each sentence or answers each question. Write the letter in the blank (4 points each) ____ 11. The Ohio Gang was A. a powerful crime syndicate. C. a group of Coolidge’s f riends. B. a group of notorious bank robbers. D. a group of Harding’s f riend. ____ 12. I n the Teapot Dome scandal, a government offi cial received bribes for
A. allowing private interests to lease lands containing U.S. Navy oil reserves. B. allowing private interests to drill f or oil in a national park. C. allowing lumber companies to cut trees in national f orest. D. promising immunity f or businessmen who overcharged the U.S. Navy.
____ 13. Calvin Coolidge grew up A. on a Midwestern f arm. C. in a wealthy section of Boston. B. on a Vermont f arm. D. on a ranch in Wyoming. ____ 14. An innovation instituted by I nternational Harvester in 1926 was A. a 5-day workweek C. an annual 2-week paid vacation. B. mass production. D. an 8-hour workday The American Vision
Chapter 21 Test, Form B Score
A B C D
Name: ________________________________ Date: _____________ Class: _____________
Normalcy and Good Times DIRECTI ONS: MATCHI NG Put the choices in Column A in the proper sequence in the diagram. Write the letters f rom the diagram in the blanks provided. (3 points each) Column A ____ 1. lower car prices f or consumers ____ 2. less time required to build cars ____ 3. adoption of the assembly line at Ford ____ 4. lower production costs DIRECTI ONS: MATCHI NG Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (3 points each)
5. installed the fi rst moving assembly line in 1914 A. Calvin Coolidge 6. fi rst cabinet offi cer in history to go to prison B. Albert B. Fall 7. presidential nominee of the Progressive Party in 1924 C. Henry Ford
8. made fi rst solo transatlantic fl ight D. Charles Lindbergh 9. sold medical supplies f rom veterans’ hospitals E. Charles R. Forbes 10. “Four-fi f ths of all our troubles in this lif e would disappear if we would only sit down and keep still.”
F. Robert La Follette
DIRECTI ONS: MULTI PLE CHOICE Choose the item that best completes each sentence or answers each question. Write the letter in the blank (4 points each) ____ 11. The Ohio Gang was A. a powerful crime syndicate. C. a group of Coolidge’s f riends. B. a group of notorious bank robbers. D. a group of Harding’s f riend. ____ 12. I n the Teapot Dome scandal, a government offi cial received bribes for
A. allowing private interests to lease lands containing U.S. Navy oil reserves. B. allowing private interests to drill f or oil in a national park. C. allowing lumber companies to cut trees in national f orest. D. promising immunity f or businessmen who overcharged the U.S. Navy.
____ 13. Calvin Coolidge grew up A. on a Midwestern f arm. C. in a wealthy section of Boston. B. on a Vermont f arm. D. on a ranch in Wyoming. ____ 14. An innovation instituted by I nternational Harvester in 1926 was A. a 5-day workweek C. an annual 2-week paid vacation. B. mass production. D. an 8-hour workday The American Vision
Chapter 21 Test, Form B Score
A B C D Let’s Look at a Test
Let’s Look at a Test
American Vision, Florida EditionSocial Studies, 11th Grade
American History 1921-1929
Unit 7
Chapter 21 Test, Form B
Standard Addressed: SS.A.5.4.
History, Time, Continuity, and Change
The student understands U.S. history from 1880 to the present day.
What Do Rigor and Relevance Look Like in Test Questions?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Level I
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)
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
Sequence:Recalling basic informationI
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
Match:Recalling personal accomplishmentsI
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
Identify:Recalling memorized factsI
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
(If not explicitly taught)Reasoning Level Questions21. Comparing22. Analyzing
II
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
Locating explicitly stated informationI
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
26. If not explicitly stated or include the reason for the trend = level IIIf explicitly taught = level IRead and explain the graph
I/II
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
27. If not explicitly stated or include a expectations for road conditions= level II
If explicitly taught = level IAnswer found in test reading
I/II
Does this high school Social
Studies test have enough rigor?
Does this high school Social
Studies test have enough rigor?
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11
Part I Matching
Cognitive Level of
Question
Skill
1. 2. 3. 4.
Part II Matching
Cognitive Level of
Question Skill
5. 6. 7. 8. 9. 10.
Part III Multiple Choice
Cognitive Level of
Question
Skill
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part IV Essay
Skill
21. 22.
Part V Graphics/ Document Questions
Skill
23. 24. 25. 26. 27.
Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________
Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21
Directions: Read each assessment question. Identify the cognitive level of each question.
o Level I - Foundational or recall o Level II – Reasoning/critical thinking
List the targeted skill for each question. Total the results.
Total number of questions = 27Total number of Level I questions = 23Total number of Level II questions = 4Percent of Level II questions = 4/27
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%
C D
A B
Evaluation 6(Assess, Judge, Critique)
Synthesis 5(Develop, Create, Combine)
Analysis 4(Compare, Contrast, Differentiate)
Application 3(Apply, Show, Report)
Comprehension/Understanding 2(Summarize, Explain, Restate)
Awareness 1 (Define, Describe,
Identify)
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
Question #27 Why were road conditions such a large consideration when testing cars in the early 1900s?
In Your Walkthroughs…Do You See Rigorous and
Relevant Questions/Assignments?
Suggestion:Learning Team Meetings use the Single School
Culture© for Academics processes to focus discussion on rigorous and relevant assignments/assessments.
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