3. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
4. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
CST
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
CST has only assessed students on their ability to think at levels 1
and 2.
5. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
SBAC
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
SBAC will be assessing students both in level 1 and 2, as well as in their ability to think at higher levels.
6. LEVEL 1 EXAMPLE: GRADE 8
Which of these events happened FIRST in the lives of the
characters?
A. Jill and Steve meet at the coffee shop
B. Jill’s parents decide t stay in New Mexico
C. Steve gets a job teaching high school in Colorado
D. Jill and Steve visit Carlsbad Caverns together on a field
trip
This is a grade 8 item that is coded to depth of knowledge level one. This
item requires students to recall identify a single event from a sequence.
7. LEVEL 2 EXAMPLE: GRADE 8
This is a grade 8 item that is coded to depth of knowledge level two. This
item requires students understand two events, and then compare these
events.
8. LEVEL 3 EXAMPLE: GRADE 8
The Shepherd’s Boy and the Wolf
A Shepherd's Boy was tending his flock near a village, and thought it would be
great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so
he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at
them because they believed him. He did this more than once, and every time the
villagers found they had been tricked, for there was no Wolf at all. At last a Wolf
really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the
people were so used to hearing him call that they took no notice of his cries for
help. And so no one came to help the boy, and the Wolf attacked the sheep.
In a few sentences, explain what lesson the reader can learn from the shepherd’s
boy. Use details from the story to support your response.
This is a grade 8 item that is coded to depth of knowledge level three. This
item requires students to 1. Draw Conclusions and 2. Cite Evidence
10. Skills developed
in the various
Depth of
Knowledge
levels.
Classroom
application of
these skills
Editor's Notes
All constructedresponse items are worth 2 to 4 points. {+}Let’s take a look at an example of a 2 point constructedresponse item. Like selectedresponse items, {+} Constructedresponse items have a stimulus {+} and a stem.
