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Cognitive complexity
Cognitive complexity
Cognitive complexity
Cognitive complexity
Cognitive complexity
Cognitive complexity
Cognitive complexity
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Cognitive complexity

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  • 1. Depth of KnowledgeDepth of KnowledgeAA HEAPHEAP ofofComplexityComplexity
  • 2. BLOOM’S TAXONOMY BLOOM’S REVISED TAXONOMYKNOWLEDGE“The recall of specifics and universals,involving little more than bringing tomind the appropriate material”REMEMBERRetrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)COMPREHENSION“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”UNDERSTANDDetermining the meaning of instructionalmessages, including oral, written, andgraphic communication (e.g., interpreting,exemplifying, classifying, summarizing,inferring, comparing, explaining)APPLICATION“The use of abstractions inconcrete situations.”APPLYINGCarrying out or using a procedure in a givensituation (e.g., executing, implementing)ANALYSIS“The breakdown of a situation intoits component parts.”ANALYZINGBreaking material into its constituent partsand detecting how the parts relate to oneanother and to an overall structure onpurpose (e.g., differentiating, organizing,attributing)SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”EVALUATEMaking judgments based on criteria andstandards (e.g., checking, critiquing)CREATINGPutting elements together to form a novel,coherent whole or make an original product(e.g., generating, planning, producing)Cognitive ComplexityCognitive ComplexityFactual KnowledgeFactual Knowledge• TerminologyTerminology• Specific detailsSpecific detailsConceptual KnowledgeConceptual Knowledge• Classification, categoriesClassification, categories• Principles, generalizationsPrinciples, generalizations• Theories, models, structuresTheories, models, structuresProcedural KnowledgeProcedural Knowledge• Subject specific skillsSubject specific skills• Subject specific techniquesSubject specific techniques• Criteria for determining correctCriteria for determining correctuse of appropriate proceduresuse of appropriate proceduresMetacognitive KnowledgeMetacognitive Knowledge• Strategic knowledgeStrategic knowledge• Knowledge about cognitive tasksKnowledge about cognitive tasks• Self-knowledgeSelf-knowledge
  • 3. BLOOM’S TAXONOMY BLOOM’S REVISED TAXONOMYKNOWLEDGE“The recall of specifics and universals,involving little more than bringing tomind the appropriate material”REMEMBERRetrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)COMPREHENSION“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”UNDERSTANDDetermining the meaning of instructionalmessages, including oral, written, andgraphic communication (e.g., interpreting,exemplifying, classifying, summarizing,inferring, comparing, explaining)APPLICATION“The use of abstractions inconcrete situations.”APPLYINGCarrying out or using a procedure in a givensituation (e.g., executing, implementing)ANALYSIS“The breakdown of a situation intoits component parts.”ANALYZINGBreaking material into its constituent partsand detecting how the parts relate to oneanother and to an overall structure onpurpose (e.g., differentiating, organizing,attributing)SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”EVALUATEMaking judgments based on criteria andstandards (e.g., checking, critiquing)CREATINGPutting elements together to form a novel,coherent whole or make an original product(e.g., generating, planning, producing)Cognitive ComplexityCognitive Complexity
  • 4. BLOOM’S REVISED TAXONOMY WEBB’S DEPTH OF KNOWLEDGEREMEMBERRetrieving relevant knowledge fromlong-term memory (e.g.,recognizing, recalling)Recall – Recall of a fact, information, orprocedure (e.g., What are the Red CrossEmergency Action steps [check, call, care]?)UNDERSTANDDetermining the meaning ofinstructional messages, includingoral, written, and graphiccommunication (e.g., interpreting,exemplifying, classifying,summarizing, inferring, comparing,explaining)APPLYINGCarrying out or using a procedurein a given situation (e.g., executing,implementing)Basic Application of Skill/Concept – Use ofinformation, conceptual knowledge, procedures,two or more steps, etc. (e.g., Given aemergency scenario, students determine thecare needed for a victim, and explain the reasonfor their actions).ANALYZINGBreaking material into itsconstituent parts and detecting howthe parts relate to one another andto an overall structure on purpose(e.g., differentiating, organizing,attributing)Strategic Thinking – Requires reasoning,developing a plan or sequence of steps; hassome complexity; more than one possibleanswer; generally takes less than 10 minutes todo (e.g., Module 363 –ER – Stressed due toparents’ divorce; Crunched for time; Signs ofstress – ways to relieve stress – why managingstress is important to health.)EVALUATEMaking judgments based oncriteria and standards (e.g.,checking, critiquing)CREATINGPutting elements together to form anovel, coherent whole or make anoriginal product (e.g., generating,planning, producing)Extended Thinking – Requires an investigation;time to think and process multiple conditions ofthe problem or task; and more than 10 minutesto do non-routine manipulations (e.g., Task 608– Welcome to Health High – Create factsheet/brochure from research activity)Cognitive ComplexityCognitive Complexity
  • 5. SelectedResponseConstructedResponsePerformanceEvents,Tasks,PortfoliosTask selectedanswerscreate shortanswerscreatecomplexproductTime 1 classperiod1 classperiod1 or moreclassesScoring right/wrong content/skills content/skillsCharacter-isticbroadcoverage;little depth;objectivesome depth;somecoverage;subjectivelesscoverage;greaterdepth;subjectiveGenerallyrevealswhatstudentsdo notknowwhatstudentsknowwhatstudents candoHEAP Assessment ModesHEAP Assessment Modes
  • 6. Selected ResponseExtendedResponseShort AnswerPortfolioPerformanceTasksEventsBasicApplication ofSkill/Concept –Use ofinformation,conceptualknowledge,procedures, two ormore steps, etc.(e.g., Module 332– Describe safetyrules for pool andexplain why therules arenecessary)Strategic Thinking –Requires reasoning,developing a plan orsequence of steps;has some complexity;more than onepossible answer;generally takes lessthan 10 minutes to do(e.g., Module 350 –Devise a 2-step planto stay tobacco-freethrough high school &beyond.)Recall – Recall of a fact, information, or procedure (e.g., What is theFIT principle?)Extended Thinking – Requires an investigation; time to think andprocess multiple conditions of the problem or task; and more than 10minutes to do non-routine manipulations (e.g. Task 610 – Record,analyze, & evaluate strategies used by alcohol companies in promotingtheir product during sporting event on television,)A HEAP of Cognitive ComplexityA HEAP of Cognitive Complexity
  • 7. K-4 5-8 9-12AOD 103-1 220-2 633-4MH 122-1 502-3 321-2TOB 122-2 507-3 602-4PA 406-2 201-2 616-3CEH 131-1 211-2 334-2NUT 415-2 513-4 622-4INJ 404-3 520-3 615-4FLS 101-1 515-4 610-4PCH 113-1 225-2 620-3Alignment &Balance of RepresentationDo Assessments Align For Cognitive Complexity?Do Assessments Align For Cognitive Complexity?Isthereanappropriatebalance?Isthereanappropriatebalance?(mode,complexity)(mode,complexity)Assessments are denoted bySCASS-HEAP module number (e.g., 100-600) andWebb’s Depth of Knowledge (1-4)

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