Bloom E Evaluate Group (whole class or small group) reflection activities Daily or weekly (Exit ticket) Teacher-student conferences Shows student process, thinking, & reasoning skills Reveals student disposition toward topic or learning Assists teacher and students identify personal learning goals Informal Assessment DOK 2 Basic Skills & Concepts DOK 3 Strategic Thinking & Reasoning Teacher observations Teacher checklists (rubrics) Conversations or interviews Depending on what is discussed or observed, informal assessments may reveal student: Process or strategy used Reasoning Understanding of the topic Ability to communicate and collaborate Open & Constructed Response DOK 2 Basic Skills & Concepts Bloom B, C Understanding Applying Tasks with different possible answers Tasks with different possible processes Technology Enhanced Items Useful for assessing student ability to: Use processes; strategies Interpret information Apply information Reasoning Communicate thinking Closed Tasks DOK 1 Recall & Reproduction Bloom A/ Bloom C Remembering Understanding Multiple-choice items True-False Items Fill-in-the-Blank items Sole (without showing steps) Technology Enhanced Useful for assessing content-based standards. Not useful for standards Assess student knowledge of facts, skills, or concepts Take less time, thus allowing time for or assessments Instructional Framework for Deep Understanding What will we do to make sure they know and can do it? Standard(s) including Essential Knowledge, Skills and Processes DOK Level of Standard(s) (this is a minimum target for student engagement we can differentiate scaffolding later in the plan) Essential Vocabulary Background Vocabulary – these are words we will use to explain the new concepts –check for understanding New Vocabulary – these are terms essential to understanding the new concepts based
How do students need to express their understanding? Unpacking the Essential Skills of Standards Planning Assessment for Learning Level of Complexity Key Verbs that may Clue Level Evidence of DOK 1 Recall/Reproduction Recall a fact, information, or procedure. Process information on a low level. Know/Remember The recall of specifics and universals, involving little more than bringing to mind the appropriate material. Comprehend/Understand Ability to process knowledge on a low such that the knowledge can be reproduced or communicated without a verbatim repetition. Arrange Calculate Cite Define Describe Draw Explain Give examples Identify Illustrate Locate List Match Measure Name Perform Quote Recall Recite Record Repeat Report Select State Summarize Tabulate Explain simple concepts or routine procedures Recall elements and details Recall a fact, item or property Conduct basic calculations Order rational numbers Identify a scientific representation for simple phenomena Label locations Describe the features of a or people Identify figurative language in a reading passage Level 2 Skill/Concept Use information or conceptual knowledge, two or more Bloom Apply Uses information in another familiar situation. Executes – carries out a procedure in a familiar task Implements – uses a procedure in an unfamiliar task Calculate Categorize Classify Compare Compute Construct Convert Describe Determine Distinguish Estimate Explain Extend Extrapolate Find Formulate Generalize Graph Identify patterns Infer Interpolate Interpret Modify Observe Organize Predict Relate Represent Show Simplify Solve Sort Use Solve routine multiple-step problems Describe non-trivial patterns Interpret information from a simple graph Sort objects Show relationships Apply a concept Organize, represent and interpret data Use context clues to identify the meaning of unfamiliar words Describe the cause/effect of a particular event Predict a logical outcome Identify patterns in events or behavior Unpacking the Essential Skills of Standards Planning Assessment for Learning
Level of Complexity Key that may Clue Level Evidence of DOK Level 3 Strategic Thinking Requires reasoning, developing a plan or a sequence of some complexity Bloom Analyze Breaking information into parts to explore understanding and relationships. Evaluate Checks/Critiques – makes judgements on criteria and standards Appraise Assess Cite evidence Check Compare Compile Conclude Contrast Critique Decide Defend Describe Develop Differentiate Distinguish Examine Explain how Formulate Hypothesize Identify Interpret Investigate Judge Justify Reorganize Solve Support Solve non-routine problems Interpret information from a complex graph Explain phenomena in terms of concepts Support ideas with details and examples Develop a scientific model for a complex situation Formulate conclusions from experimental data Compile information from multiple sources to address a specific topic Develop a logical argument Identify and then justify a solution Identify the author’s purpose and explain how Identify the author’s purpose and explain how it effects the interpretation of a reading selection 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. Most assessments will not include Level 4 activities Synthesize Putting together elements and parts to form a whole Evaluation Making value judgements about the method Appraise Connect Create Critique Design Judge Justify Report Synthesize Design and conduct an experiment that requires specifying a problem, report results/solutions Synthesize ideas into new concepts Critique experimental designs Design a mathematical model to inform and solve a practical or abstract situation Connect common themes across texts from different cultures Synthesize information from multiple sources Understanding the Target for Each Student to Achieve