School Board Workshop January 11, 2006 Rigorous and Relevant Questions/Assignments? Alison Adler and Rosemarie Backhus The Department of Safe Schools Secondary

School Board WorkshopJanuary 11, 2006Rigorous and Relevant Questions/Assignments?

Alison Adlerand

Rosemarie BackhusThe Department of Safe

Schools

Secondary Schools

1 2 3 4 5

ApplicationApplication(Relevance)(Relevance)

Knowledge Knowledge (Rigor)(Rigor)

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Adapted from International Center for Leadership in Education

Defining Rigor and Relevance

RigorCan be measured on a

continuum

Low end rigor: acquiring knowledge

High end rigor:

using knowledge in complex ways

RelevanceIs also measured on a

continuumLow end relevance:

Knowledge acquired for its own sake

High end relevance:Use of knowledge to

solve complex real-world problems

RIGOR AND RELEVANCE FRAMEWORK

C D

A B

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Awareness 1

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to

real world predictable situations

5

Apply knowledge

to real world unpredictable situations

APPLICATION

KNOWLEDGE


Current Curriculum

PublicExpectations

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Knowledge

Apply inOne

Discipline

Apply Across

Disciplines

Apply to Real-world

Predictable

Situations

Apply to Real-world

Unpredictable

Situations



1

2

3

4

5

6

1 2 3 4 5

A


Acquisition


1

2

3

4

5

6

1 2 3 4 5

A


Acquisition

Quadrant A – AcquisitionStudents: •gather and store bits of knowledge within

one discipline•remember or understand their knowledge

within one discipline


Quadrant A – Acquisition

Define the terms cold front, warm front, stationary front and the symbols used to identify them from your science textbook.

What do you think this looks like?

Quadrant A because you are:•Recalling learned information•In one subject area

1

2

3

4

5

6

1 2 3 4 5

A B


Acquisition

Application


1

2

3

4

5

6

1 2 3 4 5

A B


Acquisition

Application


Quadrant B – ApplicationStudents:•use foundational knowledge •apply knowledge across disciplines and/or in a real world situationThe highest level of relevance is to apply knowledge in unpredictable situations

Quadrant B – Application

Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.


Quadrant B because you are:•Recalling learned information•Using current data from a real world situation

1

2

3

4

5

6

1 2 3 4 5

A B

C


Acquisition

Application

Assimilation


1

2

3

4

5

6

1 2 3 4 5

A B

C


Acquisition Application

Assimilation Quadrant C – Assimilation

Students:•extend and refine their foundational knowledge

within one discipline•analyze, synthesize, solve problems and

create solutions within one discipline


Quadrant C – Assimilation

Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.


Quadrant C because you are:•Manipulating learned information•In one subject area

1

2

3

4

5

6

1 2 3 4 5

A B

DC


Acquisition

Assimilation

Adaptation

ApplicationAdapted from International Center for Leadership in Education


1

2

3

4

5

6

1 2 3 4 5

A B

DC


Acquisition

Assimilation Adaptation

Application

Quadrant D – AdaptationStudents: •think in complex ways and apply knowledge

and skills across disciplines•analyze, synthesize, solve problems and

create solutions in real world situationsThe highest level of adaptation is to apply knowledge in unpredictable perplexing situations.

Quadrant D – Adaptation

Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.


Quadrant D because you are:•Manipulating learned information•Using current data from a real world situation

Determining Levels of Rigor and Relevance

Competency Knowledge

Level

Application

Level

R/R Quadrant

1. Compare and Contrast two short stories.

2.Describe information contained on a 2000 census graph.

3.Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.

4.Read a bus schedule to determine the length of time for an across-city trip and which buses to take.


C D

A B

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to


5

Apply knowledge


APPLICATION

KNOWLEDGE


Question #1: Compare and contrast two short stories.

Evaluation 6(Assess, Judge, Critique)

Synthesis 5(Develop, Create, Combine)

Analysis 4(Compare, Contrast, Differentiate)

Application 3(Apply, Show, Report)

Comprehension/Understanding 2(Summarize, Explain, Restate)

Awareness 1 (Define, Describe,

Identify)

C D

A B

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to


5

Apply knowledge


APPLICATION

KNOWLEDGE


Question #2: Describe information contained on a 2000 census graph.







Identify)

C D

A B

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to


5

Apply knowledge


APPLICATION

KNOWLEDGE


Question #3: Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.







Identify)

C D

A B







Identify)

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to


5

Apply knowledge


APPLICATION

KNOWLEDGE


Question #4: Read a bus schedule to determine the length of time for an across-city trip and which buses to take.

High School Standards Social Studies

Standard 3: The student understands Western and Eastern civilization since the Renaissance. (SS.A.3.4)

Benchmarks: o (SS.A.3.4.8) Understands the effects of the Industrial Revolution o (SS.A.3.4.9) Analyzes major historical events of the first half of the 20th century

Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4)

Benchmarks: o (SS.A.5.4.1) Knows the causes of the Industrial Revolution and its economic,

political, and cultural effects on American society.

Answer Key CHAPTER 21 TEST, FORM B Matching 1. D 2. B 3. A 4. C 5. C 6. B 7. F 8. D 9. E 10. A Multiple Choice 11. D 12. A 13. B 14. C 15. C 16. B 17. C 18. B 19. C 20. A Essay 21. The contrast between Harding and Coolidge could not have been greater. Harding had enjoyed the easy conversation and company of old friends. He drank, smoked, and played poker in the White House with his friends. Coolidge, joked a critic, could be “silent in five languages.” “Silent Cal” had a simple and frugal manner. 22. Cars revolutionized American life. The auto industry spurred growth in other large industries, such as rubber, plate glass, nickel, and lead. Automaking alone consumed 15 percent of the nation’s steel, and the flood of cars stimulated a tremendous expansion of the petroleum industry. Cars also created new small-business opportunities, such as garages and gas stations. Cars eased the isolation of rural life, putting towns within reach of many farmers and the countryside a mere ride away for city dwellers. Cars also enabled people to live farther away from work. An entirely new kind of consumer and worker, the auto commuter, appeared. Commuters lived in growing suburban communities and drove to work in the city. Multiple Choice 23. D 24. B 25. A Short Answer 26. Technological advances helped farmers gain greater yields. Since there was no similar increase in demand, however, prices for farm products and incomes from farming dropped. 27. Cars during the early 1900s would have to survive poor road conditions, since there had yet to be a push for large-scale road improvements in the United States.

Answer Key

High School Standards Social Studies

Standard 3: The student understands Western and Eastern civilization since the Renaissance. (SS.A.3.4)

Benchmarks: o (SS.A.3.4.8) Understands the effects of the Industrial Revolution o (SS.A.3.4.9) Analyzes major historical events of the first half of the 20th century

Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4)

Benchmarks: o (SS.A.5.4.1) Knows the causes of the Industrial Revolution and its economic,

political, and cultural effects on American society.

Answer Key CHAPTER 21 TEST, FORM B Matching 1. D 2. B 3. A 4. C 5. C 6. B 7. F 8. D 9. E 10. A Multiple Choice 11. D 12. A 13. B 14. C 15. C 16. B 17. C 18. B 19. C 20. A Essay 21. The contrast between Harding and Coolidge could not have been greater. Harding had enjoyed the easy conversation and company of old friends. He drank, smoked, and played poker in the White House with his friends. Coolidge, joked a critic, could be “silent in five languages.” “Silent Cal” had a simple and frugal manner. 22. Cars revolutionized American life. The auto industry spurred growth in other large industries, such as rubber, plate glass, nickel, and lead. Automaking alone consumed 15 percent of the nation’s steel, and the flood of cars stimulated a tremendous expansion of the petroleum industry. Cars also created new small-business opportunities, such as garages and gas stations. Cars eased the isolation of rural life, putting towns within reach of many farmers and the countryside a mere ride away for city dwellers. Cars also enabled people to live farther away from work. An entirely new kind of consumer and worker, the auto commuter, appeared. Commuters lived in growing suburban communities and drove to work in the city. Multiple Choice 23. D 24. B 25. A Short Answer 26. Technological advances helped farmers gain greater yields. Since there was no similar increase in demand, however, prices for farm products and incomes from farming dropped. 27. Cars during the early 1900s would have to survive poor road conditions, since there had yet to be a push for large-scale road improvements in the United States.

Answer Key

Name: ________________________________ Date: _____________ Class: _____________

Normalcy and Good Times DIRECTI ONS: MATCHI NG Put the choices in Column A in the proper sequence in the diagram. Write the letters f rom the diagram in the blanks provided. (3 points each) Column A ____ 1. lower car prices f or consumers ____ 2. less time required to build cars ____ 3. adoption of the assembly line at Ford ____ 4. lower production costs DIRECTI ONS: MATCHI NG Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (3 points each)

5. installed the fi rst moving assembly line in 1914 A. Calvin Coolidge 6. fi rst cabinet offi cer in history to go to prison B. Albert B. Fall 7. presidential nominee of the Progressive Party in 1924 C. Henry Ford

8. made fi rst solo transatlantic fl ight D. Charles Lindbergh 9. sold medical supplies f rom veterans’ hospitals E. Charles R. Forbes 10. “Four-fi f ths of all our troubles in this lif e would disappear if we would only sit down and keep still.”

F. Robert La Follette

DIRECTI ONS: MULTI PLE CHOICE Choose the item that best completes each sentence or answers each question. Write the letter in the blank (4 points each) ____ 11. The Ohio Gang was A. a powerful crime syndicate. C. a group of Coolidge’s f riends. B. a group of notorious bank robbers. D. a group of Harding’s f riend. ____ 12. I n the Teapot Dome scandal, a government offi cial received bribes for

A. allowing private interests to lease lands containing U.S. Navy oil reserves. B. allowing private interests to drill f or oil in a national park. C. allowing lumber companies to cut trees in national f orest. D. promising immunity f or businessmen who overcharged the U.S. Navy.

____ 13. Calvin Coolidge grew up A. on a Midwestern f arm. C. in a wealthy section of Boston. B. on a Vermont f arm. D. on a ranch in Wyoming. ____ 14. An innovation instituted by I nternational Harvester in 1926 was A. a 5-day workweek C. an annual 2-week paid vacation. B. mass production. D. an 8-hour workday The American Vision

Chapter 21 Test, Form B Score

A B C D

Name: ________________________________ Date: _____________ Class: _____________

Normalcy and Good Times DIRECTI ONS: MATCHI NG Put the choices in Column A in the proper sequence in the diagram. Write the letters f rom the diagram in the blanks provided. (3 points each) Column A ____ 1. lower car prices f or consumers ____ 2. less time required to build cars ____ 3. adoption of the assembly line at Ford ____ 4. lower production costs DIRECTI ONS: MATCHI NG Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (3 points each)

5. installed the fi rst moving assembly line in 1914 A. Calvin Coolidge 6. fi rst cabinet offi cer in history to go to prison B. Albert B. Fall 7. presidential nominee of the Progressive Party in 1924 C. Henry Ford

8. made fi rst solo transatlantic fl ight D. Charles Lindbergh 9. sold medical supplies f rom veterans’ hospitals E. Charles R. Forbes 10. “Four-fi f ths of all our troubles in this lif e would disappear if we would only sit down and keep still.”

F. Robert La Follette

DIRECTI ONS: MULTI PLE CHOICE Choose the item that best completes each sentence or answers each question. Write the letter in the blank (4 points each) ____ 11. The Ohio Gang was A. a powerful crime syndicate. C. a group of Coolidge’s f riends. B. a group of notorious bank robbers. D. a group of Harding’s f riend. ____ 12. I n the Teapot Dome scandal, a government offi cial received bribes for

A. allowing private interests to lease lands containing U.S. Navy oil reserves. B. allowing private interests to drill f or oil in a national park. C. allowing lumber companies to cut trees in national f orest. D. promising immunity f or businessmen who overcharged the U.S. Navy.

____ 13. Calvin Coolidge grew up A. on a Midwestern f arm. C. in a wealthy section of Boston. B. on a Vermont f arm. D. on a ranch in Wyoming. ____ 14. An innovation instituted by I nternational Harvester in 1926 was A. a 5-day workweek C. an annual 2-week paid vacation. B. mass production. D. an 8-hour workday The American Vision

Chapter 21 Test, Form B Score

A B C D Let’s Look at a Test

Let’s Look at a Test

American Vision, Florida EditionSocial Studies, 11th Grade

American History 1921-1929

Unit 7

Chapter 21 Test, Form B

Standard Addressed: SS.A.5.4.

History, Time, Continuity, and Change

The student understands U.S. history from 1880 to the present day.

What Do Rigor and Relevance Look Like in Test Questions?

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Level I

Level II

Define

Explain

Label

Identify

Sequence

Compare (Recalling Information)

Summarize (One Source)

Analyze

Modify

Judge

Recommend

Investigate

Compare (Learned Information Used in a Novel Way)

Summarize (Multiple Sources)

School District of Palm Beach County, FL Single School Culture for ACADEMICS© Department of Safe Schools Page 11

Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.

Part III Multiple Choice

Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.

Part V Graphics/ Document Questions

Skill

23. 24. 25. 26. 27.

Total Number of Level I questions ____________ Total Number of Level II questions ____________ Percent of Level II questions ____________

Grade 11 Social Studies Assessment-Analysis Worksheet Normalcy and Good Times - Chapter 21

Directions: Read each assessment question. Identify the cognitive level of each question.

o Level I - Foundational or recall o Level II – Reasoning/critical thinking

List the targeted skill for each question. Total the results.


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






Sequence:Recalling basic informationI


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






Match:Recalling personal accomplishmentsI


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






Identify:Recalling memorized factsI


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






(If not explicitly taught)Reasoning Level Questions21. Comparing22. Analyzing

II


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






Locating explicitly stated informationI


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






26. If not explicitly stated or include the reason for the trend = level IIIf explicitly taught = level IRead and explain the graph

I/II


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






27. If not explicitly stated or include a expectations for road conditions= level II

If explicitly taught = level IAnswer found in test reading

I/II

Does this high school Social

Studies test have enough rigor?

Does this high school Social

Studies test have enough rigor?


Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.







Part I Matching

Cognitive Level of

Question

Skill

1. 2. 3. 4.

Part II Matching

Cognitive Level of

Question Skill

5. 6. 7. 8. 9. 10.


Cognitive Level of

Question

Skill

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part IV Essay

Skill

21. 22.


Skill

23. 24. 25. 26. 27.






Total number of questions = 27Total number of Level I questions = 23Total number of Level II questions = 4Percent of Level II questions = 4/27

FCAT Reading % of Points – Bloom’s Taxonomy

FCAT

Reading Grade

FOUNDATIONAL

LEVEL I

CRITICAL REASONING

LEVEL II

3 60% 40%

4-6 50% 50%

7-8 40% 60%

9-10 30% 70%

C O G N I T I V E C O M P L E X I T Y

B L O O M ’ S T A X O N O M Y W E B B ’ S D E P T H O F K N O W L E D G E

K N O W L E D G E “ T h e r e c a l l o f s p e c i f i c s a n d

u n i v e r s a l s , i n v o l v i n g l i t t l e m o r e t h a n b r i n g i n g t o

m i n d t h e a p p r o p r i a t e m a t e r i a l . ”

C O M P R E H E N S I O N “ A b i l i t y t o p r o c e s s k n o w l e d g e o n a l o w l e v e l s u c h t h a t t h e k n o w l e d g e

c a n b e r e p r o d u c e d o r c o m m u n i c a t e d w i t h o u t a v e r b a t i m r e p e t i t i o n . ”

R e c a l l – R e c a l l o f a f a c t , i n f o r m a t i o n , o r p r o c e d u r e ( e . g . , W h a t a r e 3 c r i t i c a l s k i l l c u e s f o r t h e o v e r h a n d

t h r o w ? )

A P P L I C A T I O N “ T h e u s e o f a b s t r a c t i o n s i n

c o n c r e t e s i t u a t i o n s . ”

B a s i c A p p l i c a t i o n o f S k i l l / C o n c e p t – U s e o f i n f o r m a t i o n , c o n c e p t u a l k n o w l e d g e , p r o c e d u r e s , t w o o r m o r e s t e p s , e t c . ( e . g . , E x p l a i n w h y e a c h s k i l l c u e i s i m p o r t a n t t o t h e o v e r h a n d t h r o w . “ B y

s t e p p i n g f o r w a r d y o u a r e a b l e t o t h r o w t h e b a l l f u r t h e r . ” )

A N A L Y S I S “ T h e b r e a k d o w n o f a s i t u a t i o n i n t o

i t s c o m p o n e n t p a r t s . ”

S t r a t e g i c T h i n k i n g – R e q u i r e s r e a s o n i n g , d e v e l o p i n g a p l a n o r s e q u e n c e o f s t e p s ; h a s s o m e

c o m p l e x i t y ; m o r e t h a n o n e p o s s i b l e a n s w e r ; g e n e r a l l y t a k e s l e s s t h a n 1 0 m i n u t e s t o d o ( e . g . , D e s i g n 2 d i f f e r e n t p l a y s i n b a s k e t b a l l a n d e x p l a i n

w h a t d i f f e r e n t s k i l l s a r e n e e d e d a n d w h e n t h e p l a y s s h o u l d b e c a r r i e d o u t . )

S Y N T H E S I S A N D E V A L U A T I O N “ P u t t i n g t o g e t h e r e l e m e n t s & p a r t s t o f o r m a w h o l e , t h e n m a k i n g v a l u e

j u d g m e n t s a b o u t t h e m e t h o d . ”

E x t e n d e d T h i n k i n g – R e q u i r e s a n i n v e s t ig a t i o n ; t i m e t o t h i n k a n d p r o c e s s m u l t i p l e c o n d i t i o n s o f t h e

p r o b l e m o r t a s k ; a n d m o r e t h a n 1 0 m i n u t e s t o d o n o n - r o u t i n e m a n i p u l a t i o n s ( e . g . , A n a l y z e 3 d i f f e r e n t

t e n n i s , r a c q u e t b a l l , a n d b a d m i n t o n s t r o k e s f o r s i m i l a r i t i e s , d i f f e r e n c e s , a n d p u r p o s e s . T h e n ,

d i s c u s s t h e r e l a t i o n s h i p b e t w e e n t h e m e c h a n i c s o f t h e s t r o k e a n d t h e s t r a t e g y f o r u s i n g t h e s t r o k e

d u r i n g g a m e p l a y . ) h t t p : / / u w a d m n w e b . u w y o . e d u / w y h p e n e t / W A H P E R D h a n d o u t s / C O G N I T I V E % 2 0 C O M P L E X I T Y . d o c

FCAT Reading % of Points – Webb’s Depth of Knowledge

FCAT

Reading Grade

LOW(Recall- Sequence, Identify Figurative

Language)

MODERATE(Infer, Compare, Explain, Classify,

Summarize)

HIGH(Analyze, Multiple

Connections, Abstract

Reasoning)

3 25-35% 50-70% 5-15%

4 20-30% 50-70% 10-20%

5-7 15-25% 50-70% 15-25%

8 10-20% 50-70% 20-30%

9 10-20% 50-70% 20-30%

10 10-20% 45-65% 25-35%

C D

A B







Identify)

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to


5

Apply knowledge


APPLICATION

KNOWLEDGE


Question #27 Why were road conditions such a large consideration when testing cars in the early 1900s?

In Your Walkthroughs…Do You See Rigorous and

Relevant Questions/Assignments?

Suggestion:Learning Team Meetings use the Single School

Culture© for Academics processes to focus discussion on rigorous and relevant assignments/assessments.

Supporting Resources and Agencies

Alison Adler, Ed., D.– Safe Schools Institute at [email protected]

Dr. Richard J. Stiggins – Assessment Training Institute at www.assessmentinst.com

Dr. Jeff Howard – Efficacy Institute at www.efficacy.org

Education Trust at www.edtrust.org

Dr. Willard Daggett – International Center for Leadership in Education at www.daggett.com

mailto:[email protected]

http://www.assessmentinst.com/

http://www.efficacy.org/

http://www.edtrust.org/

http://www.daggett.com/

Documents

School Board Workshop January 11, 2006 Rigorous and Relevant Questions/Assignments? Alison Adler and Rosemarie Backhus The Department of Safe Schools Secondary