Bloom F Create Extended projects Use of relevant information or Reflection DOK 3 Strategic Thinking & Reasoning Bloom E Evaluate Student journals or reflection logs Student checklists (with comments) Group (whole class or small group) reflection activities Daily or weekly (Exit ticket) Teacher-student conferences Develops student awareness of strengths and areas for improvement; conscious use of thinking skills (metacognitive skills) 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, these informal assessments may reveal student: Process or strategy used Reasoning Understanding of the topic Ability to communicate and collaborate Open Tasks & 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 Items 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 based
Breaking information into parts to explore understanding and relationships. Evaluate Checks/Critiques – makes judgements on criteria and standards Conclude Contrast Critique Decide Defend Describe Develop Differentiate Distinguish Interpret Investigate Judge Justify Reorganize Solve Support 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 Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. Most assessments will not include Level 4 activities Bloom Synthesize Putting together elements and parts to form a whole Evaluation Making value judgements about the method Appraise Connect Create Critique Design Judge Justify Prove 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 What Stuck with Me Today