Empowering SS Teachers for Smarter Balanced Assessment

Empowering SS Teachers for Smarter Balanced

Assessment

Welcome!• Introductions (Here and Off Site)• Our Work Together• Goals of the Project• Turn and Talk – “What do you hope to leave

this year-long training equipped with?”

Audit Activity• Step 1: Look at the “statements” on

tables around the room. Grab A statement that you believe is covered in your grade level content (or close) Talk in your table groups briefly about them.

• Step 2: Post your items on one of the three pieces of chart paper in the back of the room. “Piece of Cake”, “Student here or there”, “A General Struggle”

• What does the data we have just collected tell us.

The Top Questions So Far…• (ALL) What test begins in 2014-15. • (ALL) How will that 2014-15 assessment test our

GLCE/HSCE?• (SS) Isn't it just an ELA test?• (SS) How will the new SS Standards come into play?• (SS) That primary source is not a part of my content

for grade X. Why are my kids going to be tested on something I don’t teach?

• (ALL) So the MEAP, MME, and ACT are going away?• (SS) Aren’t we preparing too soon, given we don't

know how SS will be addressed in the future?

• What else???

Learning Targets• "I can recall what Webb's DOK is." • "I can recall critical characteristics of each of

the four DOK levels" • “I can explain the attributes of each of Webb's

DOK levels"

• To make sure items on our assessment match the depth of knowledge in our standards.

Cognitive Demand

• The kind and level of thinking required of students to successfully engage with and solve a task • Ways in which students interact with content

"I can recall what Webb's DOK is."

DOK is NOT...

• a taxonomy (Bloom’s)• the same as difficulty• about using “verbs”


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.


Verbs are not always used appropriately...

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 response.

• Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.


DOK is about what follows the verb...

What comes after the verb is more important than the verb itself.

Analyze the accuracy /placement of the steps in the flowchart of “How a Bill Becomes A Law”

The student can be taught the process by which a bill becomes a law but it doesn’t provide the evidence that they can explain each step

"I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

David Johnson

Lets come back to the language on this slide in particular.

Same Verb – Three Different DOK Levels• Level 1 Describe why people need a

government in Michigan

• Level 2 Describe evidence that supports the State of Michigan Government is based on the principle of representative government

• Level 3 Describe a way that the State of Michigan government could be more representative of the people and why it is the best way

Same Verb—Three Different DOK Levels

Level 1Describe Jean-Jacques Rousseau’s views on the nature of man Level 2Describe how Jean Jacques Rousseau’s views on the nature of man compare to Charles Montesquieu’s views Level 3Describe how Jean-Jacques Rousseau views on man might have influenced the formation of the Constitution and provide specific evidence on which you base your conclusions


Same Verb – Three Different DOK Levels • Level 1 Describe a core ideal of American

society

• Level 2 Describe how peoples’ point of view may differ on a core ideal of American Society

• Level 3 Describe how peoples’ misconceptions about American Core ideals causes conflict over the role of government in American Society

Same Verb – Three Different DOK levels• Level 1 - Describe the progression of the water

level of the Nile River over the course of a year.

• Level 2 - Describe how the progression of the water level of the Nile River affects Egypt’s agricultural cycle.

• Level 3 - Describe how the progression of the water level of the Nile River affected the completion of the pyramids.

DOK is about intended outcome, not difficultyDOK is a reference to the

complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

• For example: Students could recall the date of the signing of the Declaration of Independence

• Students could also recall the parties involved in signing the Declaration of Independence

• Students could also recall the opposition to the signing of the Declaration of Independence.

"I can recall what Webb's DOK is.”"I can recall critical characteristics of each of the four DOK levels”

DOK is not about difficulty...• Difficulty is a reference to how many students answer a question correctly.•Words below taken from the Declaration of Independence

“How many of you know the definition of dissolve?”DOK 1 – recall If all of you know the definition, this question is an easy question.

“How many of you know the definition of evinces?”DOK 1 – recall If most of you do not know the definition, this question is a difficult question.


DOK is about complexity

• The type of thinking and application of intended student learning outcome determines the DOK level.

• Every CCSS has been assigned a DOK level for SBAC

• Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.


Quick Quiz1) What is the relationship of verbs and Depth of Knowledge?

2) What is the difference between difficulty and complexity?


Why are we studying DOK?


• Level 1: Recall and Reproduction of Information

• Level 2: Basic Reasoning (Skills & Concepts)

• Level 3: Strategic Thinking/Complex Reasoning

• Level 4: Extended Thinking/Reasoning

Webb’s Four Levels of Cognitive Complexity

“I can explain the attributes of each of Webb's DOK levels"

Level 1 – Recall and Reproduction• List/generate ideas for writing or research• Recall, recognize, or locate basic facts, ideas, principles, concepts • Identify/describe key figures, places, or events in a particular context• Write a simple sentence• Select appropriate words to use in context when meaning is evident• Identify or s=describe characters, setting, plot, problem solution• Describe or explain: who, what where, when• Identify specific information contained in maps, charts, tables, graphs, or diagrams.• Brainstorm ideas, concepts, or perspectives related to a topic

“I can explain the attributes of each of Web's DOK levels"

Level 2 – Skills and Concepts• Determine or recognize main idea/generalizations• Take and organize notes around common ideas/topics• Summarize ideas/events• Make basic inferences or logical predictions from text• Explain the relationships/cause-effect• Write paragraph using a basic structure or template• Edit final draft for mechanics and conventions• Use context clues to determine meaning• Use text features to find information• Analyze a paragraph for simple organizational

structure• Determine fiction/nonfiction: fact/opinion• Describe purpose of text features• Identify use of literary devices


Level 3 –Strategic Thinking/Reasoning

• Write a full composition using varied sentence types and structures to meet purposes

• Explain, generalize, or connect ideas using supporting evidence• Make inferences about theme or author’s purpose• Edit final draft for meaning/progression of ideas• Apply a concept in other/new contexts• Support ideas with examples, citations, details, elaboration, quotations,

text references• Analyze an essay• Compare information within or across text passages• Analyze interrelationships among text elements, situations, events or

ideas• Analyze use of literary devices• Synthesize information within one source or text• Develop a model for a complex situation• Cite evidence and develop a logical argument for concepts• Make and support generalizations, using text evidence


Level 4 – Extended Thinking• Write a full composition demonstrating

synthesis and analysis of complex ideas.• Compare multiple works by same author,

across time periods, genres, etc.• Define and illustrate common social, historical,

economic, or geographical themes and how they interrelate.

• Analyze multiple works by the same author, across time periods, genres.

• Analyze complex/abstract themes.• Synthesize information across multiple sources

or texts.• Given a situation/problem, research, define,

and describe the situation/problem and provide alternate solutions

• Gather, analyze, and evaluate information to draw conclusions

• Evaluate relevancy, accuracy, completeness of information from multiple sources.


Directions for Practice Activity• You are about to see several statements

without a DOK level assigned.• FIRST: Individually, rank each statement.• SECOND: Take a moment to discuss each

statement in your table groups.• THIRD: We will discuss as a whole group.

Practice• Describe the physical features of a place .• Specify a problem, identify solution paths, solve the

problem and report the results.

• Explain cause-effect of historical events .• Analyze or evaluate the effectiveness of literary

elements (plot, setting, conflict, point-of-view…).• Identify and summarize the major events, problem,

solution, conflicts in a literary text.

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• Locate or recall facts found in text .

• Gather, analyze, organize and interpret data from multiple (print and non-print sources) to draft a reasoned report .

• Analyze and explain multiple perspectives or issues within or across time periods or events .

• Compare desert and tropical areas .• Identify and summarize the major events, problem,

solution, conflict in a literary text .

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Group Work• You will be breaking up (momentarily) into 3

groups: Upper elementary (3-5), Middle School (6-8), High School (9-12)

• Work together! Here are some suggested questions to talk about together:– What are your “Ah-Ha moments?”– What sticks out?– What are you going to have to do instructionally to

prepare?– What sorts of thinking are these questions asking for?

• Reporting out will take place after break.

I can explain the components of assessment item development.I can identify the key components of SBAC selected response itemsI can identify the key components of SBAC constructed response itemsI can identify the key components of SBAC performance tasks

Debriefing• Each site: • Next steps: October’s work

Empowering SS Teachers for Smarter Balanced Assessment

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