UNDERSTANDING HOW TO IMPROVE COMPONENTS: THREE AND FIVE.

QUESTIONING AND ASSESSMENT

UNDERSTANDING HOW TO IMPROVE

COMPONENTS:THREE AND FIVE

RBT - Revised Bloom’s Taxonomy Creating Designing, constructing, planning,

producing, inventing,

Checking, critiquing, judging, experimenting, detecting, monitoring

Comparing, organizing, deconstruction, outlining, integrating

Implementing, using, solving, performing

U Interpreting, summarizing, classifying,comparing, explaining, defining

R Recognizing, listing, describing,retrieving, locating, labeling,

Bloom's digital taxonomy map

Bloom's digital taxonomy mapHigher Order Thinking Skills (HOTS)The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of

our students.

Bloom's Revised Taxonomy Sub CategoriesEach of the categories or taxonomic elements has a number of key verbs associated with itLower Order Thinking Skills (LOTS)Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making

LOWER THINKING SKILLS

Key Terms - Remembering:Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlighting, bookmarking, social networking, Social bookmarking, favorite-ing/local bookmarking, Searching, Googling.Key Terms - Understanding:Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing.

Key Terms - Applying:Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing

Key Terms - Analyzing:Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind-mapping, validating, tagging.

Key Terms – Evaluating:Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog) commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing

Digital Taxonomy

RBT and Learning Levels Bloom’s Level Thinking/Doing Verbs Level of Learning

(most associated)

Designing, constructing, Creating

Evaluating

planning, producing, inventing,

Checking, critiquing, judging, experimenting, detecting, monitoring

Level 3

Comparing, organizing, Analyzing deconstruction, outlining,

integrating

Applying Implementing, using, solving,performing

Understanding Interpreting, summarizing, classifying, comparing, explaining, defining

Level 2

Remembering Recognizing, listing,describing, retrieving, locating, labeling,

Webb’s Depth of Knowledge

GUIDE TO QUESTIONING

ELEMENTS NEEDED

DO Question and answer serves as a

technique to deepen understanding.

Elaborate on student responses Quality questions and prompts Think and reflect Class discussions engage all

students Scaffolding of the level of

questions Quality vs quantity Invite all students to be heard Discussion from student to

student Allow wait time

ELEMENTS TO AVOID

DON’T Question and answer used

as recitation to a verbal quiz.

Globalized whole group responses

Limited to teacher/student Using all high ended

questions or all low level. Put students in groups with

NO prompt or guidelines. Quickly ask another

question Answer your own question

Ineffective Effective: Emerging Effective: Proficient Highly Effective3b: Using questioning/ prompts and discussion

Critical Attributes

Teacher’s questions are of low cognitive challenge, single correct responses, and asked in rapid succession. Interaction between teacher and students is predomi-nantly recitation style, with the teacher mediating all questions and answers. A few students dominate the dis-cussion.

• Questions are rapid-fire, and convergent, with a single cor-rect answer.

• Questions do not invite stu-dent thinking.

• All discussion is between teacher and students; stu-dents are not invited to speak directly to one another.

• A few students dominate the discussion.

Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.

Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.

• Teacher frames some ques-tions designed to promote

student thinking, but only a few students are involved.

• The teacher invites stu-dents to respond directly to one another’s ideas, but few students respond. • Teacher calls on many

students, but only a small number actually partici-pate in the discussion.

While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Teacher successfully engages most students in the discus-sion, employing a range of strategies to ensure that most students are heard.

• Teacher uses open-ended questions, inviting students to think and/or have mul-tiple possible answers.

• The teacher makes effec-tive use of wait time.

• The teacher builds on uses student responses to ques-tions effectively.

• Discussions enable stu-dents to talk to one another, without ongoing mediation by the teacher.

• The teacher calls on most students, even those who

don’t initially volunteer. • Many students actively en-

gage in the discussion.

Teacher uses a variety or se-ries of questions or prompts to challenge students cog-nitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contribu-tions. Students themselves ensure that all voices are heard in the discussion.

In addition to the character-istics of “proficient,” • Students initiate higher-order

questions. • Students extend the discussion,

enriching it. • Students invite comments

from their classmates during a discussion

LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | 877.453.2721 | www.louisianabelieves.com Framework for Teaching Proficiency Test Instrument. Copyright © 2011 Outcomes Associates, Inc. All rights reserved 9

Ineffective Effective: Emerging Effective: Proficient Highly EffectivePossible Examples • All questions are of the

“recitation” type, such as “What is 3 x 4?”

• The teacher asks a ques-

tion for which the answer is on the board; students respond by reading it.

• The teacher only calls on

students who have their hands up.

• Many questions are of the

“recitation” type, such as “How many members of

the

• House of Representatives are there?”

• The teacher asks: “Who has

an idea about this?” but the same three students offer comments.

• The teacher asks: “Michael,

can you comment on Mary’s idea?” but Michael does not respond, or makes a comment directly to the teacher.

• The teacher asks: “What

might have happened if the colonists had not prevailed in the American war for independence?”

• The teacher uses plural the

form in asking questions, such as: “What are some things you think might con-tribute to…?”

• The teacher asks: “Michael,

can you comment on Mary’s idea?” and Michael re-sponds directly to Mary.

• The teacher asks a question

and asks every student to write a brief response, then share with a partner before inviting a few to offer their ideas to the entire class.

• A student asks “How many

ways are there to get this answer?”

• A student says to a class-

mate: “I don’t think I agree with you on this,

because….”

• A student asks of other stu-dents: “Does anyone have another idea as to how we might figure this out?”

• A student asks “What if…?”


Examples of Activities that Promote Higher Order Thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinking

http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinking



http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

Formative Assessment

Observation Questioning Discussion Exit/Admit Slips Learning Response

Logs Graphic Organizers Peer and Self

Assessments Practice

Presentations

Visual Representations Kinesthetics

Assessments Individual

Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock As I See It

When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of

student learning.



Ineffective Effective: Emerging Effective: Proficient Highly Effective3d: Using There is little or no assess- Assessment is used sporadi- Assessment is regularly used Assessment is fully integratedAssessment in ment or monitoring of student cally to support instruction, during instruction, through into instruction, throughInstruction learning; feedback is absent, through some monitoring monitoring of progress of extensive use of formative

or of poor quality. Students of progress of learning by learning by teacher and/or assessment. Students ap-do not appear to be aware of teacher and/or students. students, resulting in accurate, pear to be aware of, and therethe assessment criteria and Feedback to students is gen- specific feedback that advanc- is some evidence that theydo not engage in self-assess- eral, and students appear to es learning. Students appear have contributed to, the as-

ment. be only partially aware of the to be aware of the assessment sessment criteria. Studentsassessment criteria used to criteria; some of them engage self-assess and monitor theirevaluate their work but few in self assessment. Questions/ progress. A variety of feed-assess their own work. Ques- prompts/ assessments are back, from both the teachertions/prompts/ assessments used to diagnose evidence of and peers, is accurate, spe-are rarely used to diagnose learning. cific, and advances learning.evidence of learning. Questions/prompts/assess-

ments are used regularly to diagnose evidence of learning by individual students.


PromptingGlobalized assessment

Assessment criteriaStudent Self-assessMultiple feedback formsLearning occuring

Ineffective Effective: Emerging Effective: Proficient Highly EffectiveCritical Attributes • The teacher gives no indica-

tion of what high quality work looks like.

• The teacher makes no effort to determine whether stu-dents understand the

lesson. • Feedback is only global. • The teacher does not ask stu-dents to evaluate their own or classmates’ work.

• There is little evidence that the students understand how their work will be evaluated.

• Teacher monitors under-standing through a single method, or without eliciting evidence of understanding from all students.

• Teacher requests global in-dications of student under-standing.

• Feedback to students is not uniformly specific, not

oriented towards future improvement of work.

• The teacher makes only minor attempts to engage students in self- or peer-assessment.

• The teacher’s attempts to adjust the lesson are par-tially successful.

• Students indicate that they clearly understand the characteristics of high quality work.

• The teacher elicits evidence of student understanding during the lesson Students are invited to assess their own work and make im-provements.

• Feedback includes specific and timely guidance for at least groups of students.

• The teacher attempts to engage students in self- or peer-assessment.

• When necessary, the teacher makes adjustments to the lesson to enhance understanding by groups of students.

In addition to the character-istics of “proficient,” • There is evidence that stu-

dents have helped establish the evaluation

criteria. • Teacher monitoring of student understanding is

sophisticated and continu-ous: the teacher is constant-ly “taking the pulse” of the class. • Teacher makes frequent

use of strategies to elicit information about individual student understanding.

• Feedback to students is

specific and timely, and is provided from many sources, including other students.

• Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.

• The teacher’s adjustments to the lesson are designed to assist individual students.


Ineffective Effective: Emerging Effective: Proficient Highly EffectivePossible Examples • A student asks: “How is this

assignment going to be graded?”

• A student asks “Does this

quiz count towards my grade?”

• The teacher forges ahead

with a presentation without checking for

understanding.

• The teacher says: “good job, everyone.”

• Teacher asks: “Does anyone

have a question?

• When a student completes

a problem on the board, the teacher corrects the student’s work without ex-plaining why.

• The teacher, after receiv-

ing a correct response from one student, continues, without ascertaining wheth-er all students understand the concept.

• The teacher circulates dur-

ing small group or indepen-dent work, offering sugges-

tions to groups of students.

• The teacher uses a specifi-

cally formulated question to elicit evidence of student understanding.

• The teacher asks students

to look over their papers to correct their errors.

• The teacher reminds stu-

dents of the characteris-tics of high-quality work (the assessment criteria), suggesting that the stu-dents themselves helped develop them.

• While students are work-

ing, the teacher circulates providing substantive feed-

back to individual students.

• The teacher uses popsicle

sticks or exit tickets to elicit evidence of individual stu-dent understanding.

• Students offer feedback to

their classmates on their

work.

• Students evaluate a piece of their writing against the writing rubric and confer with the teacher about how it could be improved.


GUIDE TO ASSESSMENT

ELEMENTS NEEDED

DO Develop Assessment Criteria

(rubric, questions, etc) Pulse of the lesson through

monitoring (all over) and through probing

Allow for student self assessment and closure – what do they get or not get.

Provide feedback . Use various methods. Assessment can measure

ALL students. Use signs – nonverbal

ELEMENTS TO AVOID

DON’T Question and assess just

a few students. Teacher does not stop

and probe. They continue assessment without stopping or making adjustments.

Provides no time for student input or closure.

Do all the assessing and never give students an opportunity to assess.

QUESTIONS?????

SHARING

UNDERSTANDING HOW TO IMPROVE COMPONENTS: THREE AND FIVE.

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