Exploring Claim 1, Assessment Targets and DOK

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Exploring Claim 1, Assessment Targets and DOK

This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.

This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program


Standards for Mathematical Practice

The eight Standards for Mathematical Practice place an emphasis on students doing mathematics and demonstrating learning.

Equitable achievement will begin with an understanding of how the selection of tasks, the assessment of tasks, and the student learning environment can support or undermine equity in our schools.


Today’s Learning Targets

Learning Targets:• Understand how the assessment targets in Claim 1 are

related to CCSS and understand the relative importance of each target.

• Clarify and enhance understanding of the Depth of Knowledge (DOK) Levels within CCSS and Smarter Balanced assessment items.

Success CriteriaYou will be able to connect the Assessment Targets in Claim 1 to Content Emphasis by Cluster and Depth of Knowledge (DOK).


Understanding Claims and Assessment Targets


Smarter Balanced Claims Students can explain and apply mathematical concepts

and interpret and carry out mathematical procedures with precision and fluency.

1. Concepts and Procedures

Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

2. Problem Solving

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

3. Communicating Reasoning

Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

4. Data Analysis and Modeling

SBAC 2011, p.17


A Closer Examination of Claim 1

Each claim has Assessment Targets. The assessment targets connect the Common Core State Standards to evidence that will be collected from the assessments.

In mathematics, the assessment targets are mapped to the Standards for Mathematical Practice and the Standards for Mathematical Content.


Open your binder to CCSSM.Use the handout showing Claim 1 and the targets for grades 3-5 and 6-8.What do you notice about the targets? How are they related to CCSSM?


Are They All Created Equal?

Each grade level has approximately 10 cluster statements (assessment targets) in Claim 1.

For each grade level, mark five assessment targets that you identify as more important than the others. Mark these with a pencil mark.

What did you consider as you made these decisions?


Time to Color

Use the PARCC Content Emphasis by Cluster handout to color code every assessment target for Claim 1 for grades 3-8.

You need a GREEN, a BLUE and a YELLOW highlighter.

What are the implications of prioritizing the clusters as major, supporting or additional?


Cognitive Rigor Matrix- Depth of Knowledge (DOK)


Wait, Wait, Don’t Tell Me – Bloom’s Taxomony

Remembering Understanding Applying Analyzing Evaluating Creating

define, duplicate, list, memorize, recall, repeat, reproduce state

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

choose,demonstratedramatize employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

appraise, compare, contrast, criticize, differentiate discriminate distinguish, examine, experiment question, test

appraise, argue, defend, judge, select, support, value, evaluate

assemble, construct, create, design, develop, formulate, write


Cognitive Rigor Webb’s Depth of Knowledge Levels

The level of complexity of the cognitive demand. – Level 1: Recall and Reproduction

• Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.

– Level 2: Basic Skills and Concepts• Requires the engagement of some mental processing beyond

a recall of information.– Level 3: Strategic Thinking and Reasoning

• Requires reasoning, planning, using evidence, and explanations of thinking.

– Level 4: Extended Thinking• Requires complex reasoning, planning, developing, and

thinking most likely over an extended period of time.


• Smarter Balanced utilizes a cognitive rigor table that applies DOK levels to the revised Bloom’s taxonomy of six types of thinking (i.e., Remember, Understanding, Apply, Analyze, Evaluate, and Create).

• Bloom –What type of thinking (verbs) is needed to complete a task?

• Webb –How deeply do you have to understand the content to successfully interact with it? How complex is the content?

Developing the Cognitive Rigor Matrix


Cognitive Rigor Matrix – Developed by Karin HessA framework for increasing the rigor of student tasks.

National Center for the Improvement of Educational Assessment (NCIEA), 2009


Dr. Karin HessCognitive Rigor Matrix

http://vimeo.com/20998609

A framework for increasing the rigor of student tasks.

http://vimeo.com/20998609


• Bloom focuses on “type of thinking.” Are you analyzing, evaluating, etc.?

• Webb focuses on “How deeply do you have to know the content and what mental processes do you need to engage in to be successful?”

• Webb’s DOK is not about difficulty or the type of thinking, but about complexity.

Karin Hess’ Differences Between Webb’s Depth of Knowledge and Bloom’s Taxonomy


DOK is About Complexity

Every assessment target has been assigned a DOK level.

• The DOK level is determined by type of thinking and application of the intended student learning outcome.

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


DOK is NOT...

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


DOK is not about difficulty...

Difficulty is a reference to how many students answer a question correctly.

For example:“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.


The intended student learning outcome determines the DOK level. What mental processing must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.

– Describe the physical features of a square.– Describe how a square and a rectangle are alike and different.– Describe a Venn diagram which shows the relationship

between these quadrilaterals: square, rectangle, parallelogram, rhombus.

DOK is about complexity—not difficulty!


DOK is not about Verbs

Using the same verb (Graph) across DOK levels:


Describe what this means to your shoulder partner.

• 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

Find three examples of DOK 1 from the envelope of tasks.

DOK Level 1: Recall and Reproduction


DOK Level 2:Basic Skills and Concepts


• Includes the engagement of some mental processing beyond recalling or reproducing a response

• Items require students to make some decisions as to how to approach the question or problem

• Actions imply more than one mental or cognitive process/step



DOK Level 3Strategic Thinking


• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning.

• The cognitive demands are complex and abstract.• An assessment item that has more than one possible answer

and requires students to justify the response would most likely be a Level 3.



DOK Level 4

Extended Reasoning


• Requires high cognitive 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.



• If there is only one correct answer, it is probably level DOK 1 or DOK 2 – DOK 1: you either know it (can recall it, locate it, do it) or you don’t– DOK 2 (conceptual): apply one concept, then make a decision

before going on applying a second concept

• If more than one solution/approach, requiring evidence, it is DOK 3 or 4– DOK 3: Must provide supporting evidence and reasoning (not just

HOW solved, but WHY – explain reasoning)– DOK 4: all of “3” + use of multiple sources or texts

Some general rules of thumb…

http://www.google.com/imgres?q=rules+of+thumb&hl=en&gbv=2&biw=1269&bih=588&tbm=isch&tbnid=fOiSeEDMcYDe3M:&imgrefurl=http://askdanandmike.com/75/q-and-a-rule-of-thumb-on-first-kiss&docid=VAvCMxWpm7UZJM&imgurl=http://askdanandmike.com/wp-content/uploads/2010/06/Rot.gif&w=500&h=480&ei=A7iRT52CL8j_gge_uZzVBA&zoom=1&iact=hc&vpx=442&vpy=124&dur=717&hovh=220&hovw=229&tx=131&ty=104&sig=112174118524952693175&page=1&tbnh=113&tbnw=118&start=0&ndsp=24&ved=1t:429,r:3,s:0,i:73


Revisiting Claim 1: Assessment Targets

The final piece… The DOK for each assessment target in Claim 1.

Use pp. 5-20 of the SBAC Preliminary Test Blueprints to locate the proposed DOK for each assessment target in Claim 1 for each grade.

Mark these on your Claim 1 Assessment Targets Charts.


Reflection: What? So What? Now What?

• Understand how the assessment targets in Claim 1 are related to CCSS and understand the relative importance of each target.

• Clarify and enhance understanding of the Depth of Knowledge (DOK) Levels within CCSS and SBAC assessment items.

What have you learned? What actions will you take based on what we have talked about so far in regards to aligning tasks, DOK, and higher level thinking?

Documents

Exploring Claim 1, Assessment Targets and DOK