Revised Bloom’s Taxonomy & Webb’s Depth of Knowledge Carteret County 2012 Common Core and Essential Standards Training Review Blooms Taxonomy …. http://www.youtube.com/watch?v=NsBna5IVBYg According to Seinfeld Revised Bloom’s Taxonomy Moodle https://center.ncsu.edu/nc/course/view.php?id=13 * Use Mozilla Firefox Opening ( 28 seconds ) Introducing Dr. Anderson ( 36 minutes ) The Purpose of Objectives ( 21 minutes ) This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License. Author: Samantha Penney, [email protected] Courtesy of Deeann Rosen Norman Webb’s Depth of Knowledge (DOK) Depth of Knowledge Levels (1997) Recall Recall or basic recognition of a fact, information, concept, or procedure Basic Application of Skill/Concept Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/display data Strategic Thinking Requires reasoning – developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer Extended Thinking An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources WEBB’S (DOK) KEY WORDS The deeper the level the more complexity of the question/problem: Recall: identify, recall, recognize, use, and measure Skill/Concept: classify, organize, estimate, make observations, collect and display data, and compare data Strategic Thinking: drawing conclusions, citing evidence, developing a logical argument, explaining in terms of concepts, and using concepts to solve problems Extended Thinking: designing and conducting experiments, making connections between a finding and related concepts, combining and synthesizing ideas into new concepts, and critiquing experimental designs Mathematical Complexity: Deals with what the students are asked to do in a task. ◦ It does NOT take into account how they might undertake it ◦ It is NOT directly related to its format (multiple choice, short constructed response, or extended constructed response) ◦ The ordering is NOT intended to imply that mathematics is learned or should be taught in such an ordered way. National Assessment of Educational Progress (NAEP) Low complexity – student to recall a property Moderate complexity – student to make a connection between two properties High complexity – student to analyze the assumptions made in a mathematical model Important Sites to visit: NAEP Question Tools – http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=mathematics NC DigINs - http://www.classscape.org/ClassScape3/digins/math.jsp The NEXT Generation Assessments 2012-2013 NC Test Specifications 2012-13 ◦ http://www.ncpublicschools.org/acre/assessment/online/ Assessment Samples ◦ NC Education Moodle Course – TD101A_MATH Level I - RECALL Level II – Skill/Concept Level III – Strategic Thinking Level IV (Gr. 4) – Extended Thinking The Level IS Right Let’s play a game!