1) The document discusses Webb's Depth of Knowledge (DOK) framework for classifying standards, objectives, tasks and assessments based on the complexity of thinking required.
2) DOK has four levels - recall and reproduction, skills and concepts, strategic thinking, and extended thinking. It is important to ensure standards, instruction and assessments are aligned to the DOK levels.
3) While verbs used may signal complexity, the real determiner is the cognitive demand of the task - what students are asked to do. DOK is not about difficulty but about the depth of understanding required.
This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
An introduction to PBL. Slide presentation used during a workshop involving lecturers from Civil & Environmental Engineering, Universiti Tun Hussein Onn Malaysia. 4th & 5th September 2012.
This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
An introduction to PBL. Slide presentation used during a workshop involving lecturers from Civil & Environmental Engineering, Universiti Tun Hussein Onn Malaysia. 4th & 5th September 2012.
Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end
Higher order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Develop the ability with this content
Team teaching, flexible use of space, flexible grouping of students, ongoing communication and feedback is critical for the success of collaboration. When it is working well, students and teachers benefit.
Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end
Higher order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Develop the ability with this content
Team teaching, flexible use of space, flexible grouping of students, ongoing communication and feedback is critical for the success of collaboration. When it is working well, students and teachers benefit.
Grand Lake OK 2008 to 2012 Full Year Real Estate Market AnalysisRE/MAX Grand Lake
Looking at the last five years, we had our second best overall sales at $155 million, best Residential water front homes at $70 million, and best Luxury Home sales ($500,000 or more) at $32 million. Also surprisingly good were water front lots and farm & ranch sales. Almost every category I track was up double digit percentages.
I recently attended the 2016 Mobile World Congress event in Barcelona, Spain. With over 100,000 attendees and 2,200 participating companies there was a lot of breaking news and tech on display that has the potential to reshape industries.
With mobile representing a primary access point for consumers this event is becoming increasingly important for brand marketers.
This document covers:
• Key industry topics discussed at MWC
• Overviews of technology that will empower
consumers
• The latest technology focused on creating
immersive experiences
• How connected cars are evolving to become
mobile platforms.
Tom Edwards
Chief Digital Officer, Agency
Epsilon
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
Similar to Teaching with depth understanding webb’s depth of knowledge (20)
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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Teaching with depth understanding webb’s depth of knowledge
1. Teaching with
Depth
An Understanding of
Webb’s Depth of Knowledge
2. “He who learns but does
not think, is lost.
He who thinks, but does
not learn is in great
danger.”
Confucious
3. Fact ors t hat Correlat e t o
St udent Achievement Rat es
• Parent Education
• Economics (poverty -
affluence)
• Language Acquisition
• Ethnicity
National Assessment of Educational Progress (NAEP)
4. Ef f ort s t o I mprove St udent Learning
Class Size Reduction
Whole School Reform
Re-vamp Class time
(varied bell schedules, year-round schools, block schedules)
Innovative Curriculum
Traditional Curriculum (Back to Basics)
Remediation Programs (Tracking, two-year algebra, etc.)
Standards Based Education
(Pacing Guides, Benchmark Test, Data Driven, etc.)
High-stakes Accountability
(Rewards, Sanctions, Differentiated Accountabilty)
Choice (charter schools, magnet schools, etc.)
Centralize Leadership and Policies (state or national)
Professional Learning Communities
5. So...what is t he most significant
fact or in st udent learning?
...t he t eacher
6. Teachers are t he Key
“Teachers must be the primary
driving force behind change.
They are best positioned to
understand the problems that
students face and to generate
possible solutions.”
Jame s Stigle r and Jame s
Hiebe rt,
The
Teaching Gap
7. Qualit y I nst ruct ion Makes A Difference
“Good teaching can make a
significant difference in student
achievement, equal to one effect
size (a standard deviation), which
is also equivalent to the affect
that demographic classifications
can have on achievement.”
Paraphrase Dr. Heather Hill, University of Michigan
8. Differences in I nst ruct ion
“Our research indicates that there
is a 15% variability difference in
student achievement between
teachers within the same schools.”
Deborah Loewenberg Ball, Dean of Education, University of Michigan
9. “What Mat t ers Very Much is
Which Classroom?”
“If a student is in one of the most
effective classrooms he or she will
learn in 6 months what those in an
average classroom will take a year to
learn. And if a student is in one of the
least effective classrooms in that
school, the same amount of learning
take 2 years.”
10. Research has indicated
that... “teacher quality
trumps virtually all
other influences on
student achievement.”
(e.g., Darling-Hammond, 1999; Hamre and Pianta,
2005; Hanushek, Kain, O'Brien and Rivken, 2005;
Wright, Horn and Sanders, 1997)
11. Making Sense &
Wort hwhile Tasks
“What are our Kids really being
asked to do?”
“How are we keeping up with
Cognitive Demand (man)?”
12. Cognitive Demand
• The kind and level of t hinking required
of students to successfully engage with
and solve a task
• Ways in which students int eract wit h
cont ent
13. Dept h of Knowledge (DOK)
No Child Left Behind (NCLB) requires
assessments to “measure t he dept h
and breadt h of the state academic
content standards for a given grade
level”. (U.S. Department of Education, 2003, p. 12)
14. Why Dept h of
Knowledge?
Focuses on complexit y of content
standards in order to successfully
complete an assessment or task. The
outcome (product) is the focus of the
depth of understanding.
15. Why Use a Dept h of
Knowledge?
•Used to determine the level of the
expected outcomes of the Sunshine
State Standards and benchmarks
•Determines the complexity of FCAT
items (success with items leads to
AYP)
16. Why Dept h
of Knowledge (DOK)?
Mechanism to ensure that the intent of the
standard and the level of student
demonstration required by that standard
matches the assessment items
(required under NCLB)
To ensure that teachers are teaching
to a level that will promote student
achievement
17. DOK is NOT...
• a taxonomy (Bloom’s)
• the same as difficulty
• about using “verbs”
18. It’s NOT about the verb...
The Depth of Knowledge is NOT
determined by the verb (Bloom’s
Taxonomy), but by the context in
which the verb is used and the
depth of thinking required.
19. Verbs are not always used
appropriat ely. . .
Words like explain or analyze have to be
considered in context.
• “Explain to me where you live” does not
raise the DOK of a simple rote response.
• Even if the student has to use addresses
or landmarks, the student is doing nothing
more than recalling and reciting.
20. DOK is about what f ollows t he
verb. . .
What comes after the verb is more
important than the verb itself.
“Analyze this sentence to decide if the commas
have been used correctly” does not meet the
criteria for high cognitive processing.”
The student who has been taught the rule for
using commas is merely using the rule.
21. Same Verb—Three Different DOK Levels
DOK 1 Describe three characteristics of metamorphic
-
rocks. (Requires simple recall)
DOK 2- Describe the difference between metamorphic
and igneous rocks. (Requires cognit ive processing t o
det ermine t he differences in t he t wo rock t ypes)
DOK 3- Describe a model that you might use to represent
the relationships that exist within the rock cycle.
(Requires deep underst anding of rock cycle and a
det erminat ion of how best t o represent it )
22. DOK is about int ended out come,
not difficult y
DOK is a reference to the complexity of mental
processing that must occur to answer a question,
perform a task, or generate a product.
• Adding is a mental process.
• Knowing the rule for adding is the intended
outcome that influences the DOK.
• Once someone learns the “rule” of how to add,
4 + 4 is DOK 1 and is also easy.
• Adding 4,678,895 + 9,578,885 is still a DOK 1
but may be more “difficult.”
23. DOK is not about difficult y...
• Difficulty is a reference to how many students answer a
question correctly.
“How many of you know the definition of exaggerate?”
DOK 1 – recall
If all of you know the definition, this question is an easy
question.
“How many of you know the definition of prescient?”
DOK 1 – recall
If most of you do not know the definition, this question is a
difficult question.
24. DOK is about complexit y
• The intended student learning outcome
determines the DOK level.
• Every objective in the science and
mathematics frameworks has been assigned
a DOK level.
• Instruction and classroom assessments
must reflect the DOK level of the objective
or intended learning outcome.
25. Quick Quiz
1) Give an example of a statement that
uses a verb that “sounds” like a high
DOK but is used inappropriately.
2) Fill in the blanks: What _____ the
verb is more _____ than the verb
itself when deciding the DOK level.
3) What is the difference between
difficulty and complexity?
4) What really determines the DOK
level?
26. Quick Quiz Answers
1) Give an example of a statement that uses a verb
that “sounds” like a high DOK but is used
inappropriately. answers vary
2) Fill in the blanks: What follows the verb is more
important than the verb itself when deciding the
DOK level.
3) What is the difference between difficulty and
complexity? answers vary, but do not rely on the
verb
4) What really determines the DOK level? the
intended learning outcomes
27. What is Dept h
of Knowledge (DOK)?
• A scale of cognitive demand (thinking) to align
standards with assessments
• Based on the research of Norman Webb,
University of Wisconsin Cent er for Educat ion
Research and t he Nat ional I nst it ut e for Science
Educat ion
• Defines the “ceiling” or highest DOK level for
each Core Content standard for the state
assessment
• Guides item development for state assessments
28. Webb’s Four Levels of
Cognit ive Complexit y
• Level 1: Recall and Reproduction
• Level 2: Skills & Concepts "To be, or
• Level 3: Strategic Thinking
not to be:
that is the
question"
• Level 4: Extended Thinking
29. DOK Level 1:
Recall and Reproduct ion
• Requires recall of information, such
as a fact, definition, term, or
performance of a simple process or
procedure
• Answering a Level 1 item can involve
following a simple, well-known
procedure or formula
30. Recall and Reproduct ion DOK Level 1
Examples:
• List animals that survive by eating
other animals
• Locate or recall facts found in text
• Describe physical features of places
• Determine the perimeter or area of
rectangles given a drawing or labels
• Identify elements of music using music
terminology
• Identify basic rules for participating in
simple games and activities
31. Skills/ Concept s: DOK Level 2
• I ncludes t he engagement of some ment al
processing beyond recalling or reproducing a
response
• I t ems require st udent s t o make some decisions
as t o how t o approach t he quest ion or problem
• Act ions imply more t han one ment al or
cognit ive process/ st ep
32. Skills/ Concept s: DOK 2
Examples
• Compare desert and tropical environments
• Identify and summarize the major events,
problems, solutions, conflicts in literary text
• Explain the cause-effect of historical events
• Predict a logical outcome based on information
in a reading selection
• Explain how good work habits are important at
home, school, and on the job
• Classify plane and three dimensional figures
• Describe various styles of music
33. St rat egic Thinking: Level 3
• Requires deep underst anding exhibited
through planning, using evidence, and more
demanding cognit ive reasoning
• The cognitive demands are complex and
abst ract
• An assessment item that has more than one
possible answer and requires students to
j ust ify t he response would most likely be a
Level 3
34. DOK Level 3: St rat egic Thinking
Examples:
• Compare consumer actions and analyze how these
actions impact the environment
• Analyze or evaluate the effectiveness of literary
elements (e.g., characterization, setting, point of
view, conflict and resolution, plot structures)
• Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the
answer
35. DOK Level 3 Examples
• Develop a scientific model for a complex
idea
• Propose and evaluate solutions for an
economic problem
• Explain, generalize or connect ideas, using
supporting evidence from a text or source
• Create a dance that represents the
characteristics of a culture
36. Ext ended Thinking: Level 4
• Requires high cognit ive demand and is very complex
• Students are expected to make connections, relate
ideas within the content or among content areas, and
select or devise one approach among many
alternatives on how the situation can be solved
• Due to the complexity of cognitive demand, DOK 4
often requires an extended period of time
37. Ext ended Thinking: DOK 4 Examples
• Gather, analyze, organize, and interpret
information from multiple (print and non print)
sources to draft a reasoned report
• Analyzing author’s craft (e.g., style, bias,
literary techniques, point of view)
• Create an exercise plan applying the “FITT
(Frequency, Intensity, Time, Type) Principle”
39. How Does FCAT use
Cognitive Complexity Levels?
Taken from: FCAT Test Design Summary: July 2008 FLorida Department of Education (
http:fcat.fldoe.org/pdf/fc05designsummary.pdf)
41. Depth of Knowledge Levels - Science
Cognitive Complexity of Knowledge Rating
for
Math and Science
42. Percentage of Points by
Cognitive Complexity Level
for FCAT Math
Moderate
Grades Low Level High Level
Level
3-4 25-35 50-70 5-15
5* 10-20 50-70 20-30
6-7 10-20 60-80 10-20
8* 10-20 50-70 20-30
9 10-20 60-80 10-20
10* 10-20 50-70 20-30
43. Percentage of Points by
Cognitive Complexity Level
for FCAT Science
Moderate
Grades Low Level High Level
Level
5* 15-25 40-60 25-35
8* 15-25 40-60 25-35
11* 15-25 40-60 25-35
44. Writing
The FCAT Writing
prompt is a high
cognitive performance
task administered at
Grades 4,8, and 10
45. Questions to think about...
• If 10-20% of the questions on FCAT are
low Level of Complexity...How much class
time would we devote to DOK Level 1
thinking?
• If 80% of the question on FCAT (and in
life) require Moderate to High levels of
Complexity....What are we doing to promote
these complex levels of higher order
thinking?
46. Depth of Knowledge
and the
Florida’s Next Generation Standards available at:
http://www.floridastandards.org/
47. Aligning DOK levels of standards and assessments
Standards ratings may serve as a “ceiling” for assessment
48. Depth of Knowledge/Level of Cognitive
Complexity on the FCAT
Information available on http://fcat.fldoe.org/fcatrelease.asp
53. Key Points
• DOK 1 + DOK 1 + DOK 1 = 1
• Depths of knowledge classification is based
on the task, not the student
• DOK is different from task/item difficulty
• DOK ratings aid in alignment of standards
and assessment, and therefore instruction
54. The alignment between tasks, standards,
and assessments allows for cognitive
complexity with a deeper understanding.
“A mile wide and an inch deep”
55. Remember DOK is...
…descriptive
…focuses on how deeply a
student has to know the
content in order to respond
…NOT the same as difficulty.
…NOT the same as Bloom’s
Taxonomy
56. The Heart of the
Matter is the Depth
of Knowledge
Editor's Notes
Many Factors Contribute to the Achievement Gap The achievement gap stems from both home- and school-based factors. It exists before students ever cross the school threshold, and this disadvantage can greatly affect their educational progress and success. Students living in poverty tend to be less successful in school The National Center for Education Statistics (NCES) conducted a national longitudinal study of children entering kindergarten in 1998. It found that students whose mothers had not graduated from high school, whose families received public assistance or were headed by single parents, and/or whose parents’ primary language was not English were disproportionately represented among low performers. All of these factors correlate highly with poverty. Although poverty does not cause low achievement, it does set the conditions for it. Students living in poverty are more likely to be exposed to factors known to affect achievement, such as: Lack of access to proper nutrition, health care, and decent housing; and Exposure to substance abuse and high-crime communities. Risk factors have a synergistic effect on school performance—children with one risk factor typically do not fare as well as those with none. Children with two or more of these factors generally lag far behind those with only one. Not to be overlooked are social factors and processes that play an enormous role in determining a child’s later learning and future academic success. High family stress levels, maternal depression, little interaction with the child, and family illiteracy all have a negative impact on a child’s developing capacity to learn. Because African Americans and Latinos in California represent disproportionate numbers of children living in poverty, they are also more likely to begin school at a disadvantage. Cultural factors can also affect student performance The cultural background of both students and educators can also play a role in student achievement. First, it is well documented that some educators have lower academic expectations for students of color. This has been a topic of much discussion over the past decades, and attempting to change teachers’ attitudes and practices is at the heart of the standards-based reform movement. Beyond this complex and pervasive problem is another issue—how the values and expectations of students’ backgrounds and communities influence their attitudes about schooling and academic performance. The extent to which culture affects attitude and achievement is a politically sensitive and controversial subject. The variables most consistently correlated with low student achievement are poverty and low parent education level. Yet even among students coming from poor families, some cultural groups generally outperform others in school. And among wealthier students, some groups of students—for example, middle-class African American males—consistently lag behind their white classmates. Researchers differ regarding the causes of these gaps. Temple University professor Laurence Steinberg has found that although Asian students associate negative life consequences with poor school performance, African American and Hispanic students do not. University of California-Berkeley professor John Ogbu argues that community-based “folk theories” contribute to self-defeating behaviors. (An example of a folk theory would be that because of the history of discrimination against African Americans, even those who work hard will never reap the rewards that whites do.) Others theorize that the efforts of even the most supportive parents and communities can be undermined by teens’ need for peer approval. Schools can play a role in narrowing the gap A driving force in education reform for decades has been optimism that schools can help students overcome the disadvantages they bring with them into the classroom. For more than 40 years, researchers have conducted extensive investigations to determine which school factors influence student achievement. However, results of this research point to complex interactions among multiple factors, indicating that the solutions are neither simple nor straightforward. The state and federal movement toward a standards-based approach to school improvement begins with the assumption that all students can meet high academic expectations. Based on that assumption, a fundamental strategy has been to shed light on the achievement gaps that exist between groups of students. Evaluating what combination of educational strategies, resources, capacity-building, and incentives can contribute to better academic performance among low-performing students continues to be a focus for educators and researchers. Meanwhile, policymakers have crafted accountability systems that put increased pressure on the schools and school districts that are currently falling short in helping all their students meet rigorous new achievement goals. http://www.edsource.org/stu_achivegap.html
It is important to understand that the DOK classification scheme was adopted because it does not require an inference about the skill knowledge, and background of the student, but is based solely on what is being asked cognitively. The Depth of Knowledge classification scheme classifies assessment items or tasks, not students or student work. This classification scheme was developed originally for assessment items. The intention for use was to align learning objectives with assessments. The Depths of knowledge were developed by Norman L. Webb at the Wisconsin Center for Education Research and the National Institute for Science Education. Florida’s Next Generation Standards were rated for depth of knowledge to help align learning goals with instruction and assessment.
Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking.
The levels of low, moderate, and high are those used by FCAT and are based on a similar scheme developed by the National Assessment for Educational Progress. These 3-level schemes differ only slightly from Norman Webb’s 4-level scheme. In the FCAT 3-level scheme, Webb’s DOK levels 3 and aspects of level 4 are combined in the “high.”
Florida’s Next Generation standards were rated in terms of DOK by pulling together a large group that included DOK experts, scientists, science curriculum specialists, teachers, and the Department of Education. This process was facilitated by FCRSTEM and FDOE Office of Math & Science. The result: All of Florida’s Math and Science Next Generation Standards have been assigned a DOK rating. These ratings are available through the Florida Standards Database.
In general, the ratings of the benchmarks set a ceiling for assessment. Thus, a benchmark that is rated at a moderate level, could be assessed at a low level or a moderate level. Ideally, the benchmark rating aligns with the assessment level – this was a purpose for rating benchmarks. This helps teachers know to what depth students are expected to master the benchmarks. It helps to build a common understanding of the expectations of the benchmark, though a great deal of interpretation and consensus building is required.
This example item was provided by the FCAT developers as an example of a moderate complexity item. The item asks students to bring together understanding of multiple forces (friction and gravity) along with the properties of the materials that the blocks are made of, and finally to make a comparison. The requirements to bring together understanding of properties and forces and then to make a comparison between the different blocks are what make this item a moderate complexity task.
This example item was provided by the FCAT developers as an example of a high complexity item. This item takes the requirements of the last item up one more step by requiring students to consider an additional variable, the inclination of the plane and therefore requires them to consider multiple variables and explain, in terms of forces, how these variable affect the movement of the blocks. The student is required to predict the effect of a change within the system which requires them to think beyond the image provided. Keep in mind that the moderate level item that this item was built upon can be raised to a high level in many ways. What are some other ways that one could bring the moderate level task up to a high level task? An example would be to provide a set of data and then require students to explain the experiment.
This example item was provided by the FCAT developers as an example of a low complexity item. The item asks students to recall/recognize which force causes objects to move down an inclined plane. If a student identifies the correct force, the answer is found. It does not require further processing of the information.
Tasks, standards, and assessments are classified in terms of DOK to ensure alignment between these activities and to ensure that a common understanding of these activities is established for the teachers, students, and administrators. These alignments can be used to indicate how well instruction or a test reflects the intended standards. These alignments also help to ensure that standards, instruction, and assessment result in student understanding that goes deeper than “an inch”