The Common Core Standards are the cornerstones of the Smarter Balanced and PARCC assessments, Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. Assessing curriculum, developing formative assessments, evaluation curriculum, and evaluation of students knowledge at the highest levels is being shared by two progressive cognitive matrices. Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented in 2014. They share many ideas and concepts yet are different in level of cognitive demand, level of difficulty, complexity of verbs vs. depth of thinking required, and the scale of cognitive demand. Teachers need to learn how the frameworks are used to develop curriculum and how to use them to enhance instructions. Teachers and students can use Blooms Questions Stems and Webb’s DOK questions stems to create higher order thinking and improve achievement. 80% of the PARCC assessments will be based on the highest levels of blooms and the deepest levels of Webb’s DOK. Are you ready to use the DOK or Blooms daily in your class?
- Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge
- Reading Comprehension Test Questions Samples DOK Levels 1, 2, 3, and 4
- DOK Level 2, 3 and 4 Sample Questions English Language Arts Assessment for Grades 3-8
- Developing Higher Order Thinking QuestionsBased on Webb’s DOK Content Complexity
- ACT Aspire Exemplar reading TEST questions DOK Levels
- Hess’ Cognitive Rigor Matrix & Curricular Examples | Revised Bloom’s Taxonomy |
- Webb’s Depth of Knowledge Guide
- Depth of Knowledge: Assessing Curriculum with Depth and Meaning
- Blooms and Webb Comparison
- Depth of Knowledge Consistency
- Developing Higher Order Thinking Questions Based on Webb’s DOK andFCAT Content Complexity
- PARCC Transition Information: AIMS Test and Common Core
- DOK Question Stems
- Depth of Knowledge (DOK) Levels
- INTRODUCTION TO WEBB’S DEPTH-OF-KNOWLEDGE LEVELSMathematics Depth-of-Knowledge Levels
- Depth-of-Knowledge Levels for Four Content Areas
- Common Core State Standards: Rigor | Bloom's Taxonomy and Norman Webb's depth of knowledge
- Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-level Processes http://standardsco.com Thank You John R. Walkup
- What conclusions can you draw from each sister refusing to keep the golden nugget?
- How would you react to finding a golden nugget?
- Can you predict the outcome if the sisters did not have great virtue?
- What is your interpretation of the author’s main idea or moral to this fairytale?
- How would you describe the sequence of events and their importance to the story?
- Can you elaborate on the reason why the author used a snake in the story?
- What would happen if the fairies left three golden nuggets?
- Can you formulate a theory for why the fairies are leaving nuggets of gold in the forest?
- Can you explain what it means when Anna feels ground to the bone by her boss?
- How would you compare the tone of The Golden Nugget with Hansel & Gretel?
- How are The Golden Nugget and Hansel & Gretel Different?
- How would you summarize the feeling of the sisters for each other?
- What do you notice about the authors use of figurative language?
Fiction DOK STEM | What key details or examples (e.g. dialogue or feelings) in the text can you draw on too explain the antagonists reactions?
Fiction DOK STEM | What evidence do you cite when determining the main idea? Explain why you think that is the main idea!
Non Fiction DOK STEM | What text features (e.g. charts or illustrations) can you use to appraise facts for validity? Are charts an illustrations always based on facts?
Non Fiction DOK STEM | Did you asses the authors use of literary elements or literary techniques when drawing conclusions
/inferences from the text? How does the author use literary elements or literary techniques to develop key ideas?