Exploring Claim 1, Assessment Targets and DOK

1. 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

2. 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.

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

4. Understanding Claims and Assessment Targets

5. 1. Concepts and Procedures • Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Smarter Balanced Claims • 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 3. Communicating Reasoning • Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. 4. Data Analysis and Modeling • Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems. SBAC 2011, p.17

6. 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.

7. 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?

8. 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?

9. 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?

10. Cognitive Rigor Matrix- Depth of Knowledge (DOK)

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

12. 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.

13. Developing the Cognitive Rigor Matrix • 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?

14. Cognitive Rigor Matrix – Developed by Karin Hess A framework for increasing the rigor of student tasks. National Center for the Improvement of Educational Assessment (NCIEA), 2009

15. Dr. Karin HessCognitive Rigor Matrix http://vimeo.com/20998609 A framework for increasing the rigor of student tasks.

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

17. 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.

18. DOK is NOT... • a taxonomy (Bloom’s) • about using “verbs” • the same as difficulty

19. 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.

20. DOK is about complexity—not difficulty! 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.

21. DOK is not about Verbs Using the same verb (Graph) across DOK levels:

22. DOK Level 1: Recall and Reproduction 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.

23. DOK Level 2:Basic Skills and Concepts • Describe what this means to your shoulder partner. • 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 • Find three examples of DOK 2from the envelope of tasks.

24. DOK Level 3Strategic Thinking • Describe what this means to your shoulder partner. • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitivereasoning. • The cognitive demands are complex and abstract. • An assessment item that has more than one possible answer and requires students tojustify the responsewould most likely be a Level 3. • Find three examples of DOK 3 from the envelope of tasks.

25. DOK Level 4Extended Reasoning • Describe what this means to your shoulder partner. • 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. • Find three examples of DOK 4from the envelope of tasks.

26. Some general rules of thumb… • 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

27. 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.

28. 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?