Using DOK to Write Common Assessments

Using DOK to Write Common Assessment

September 17, 2014

Introductions

Meghan Hutchens, Physical Welfare Teacher

Katie Smith, Coordinator of Assessment and Research

Enduring Understandings (EU) = a full sentence generalization

• Big idea• Acquired by uncovering and doing the subject

Essential Outcomes (EO) = information needed to achieve the big ideas

• Unit specific “knows” and “dos”, can span several days of instruction

• Assessed on common assessments

Learning Targets (LT) = daily learning objective, what you write on the board • EO broken down into what will be taught and learned in one dayLTHS Professional Learning Communities Glossary.

Bellringer

EO: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

In your packet are several examples of assessment questions. Identify the question that best assesses this Essential Outcome.

Bellringer Answer

EO: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

Answer: Question 4 best assess the EO. It measures all aspects of the standard.

Today’s Objectives

Teachers will be able to…

explain how unpacking standards into learning targets improves the quality of common assessments.

determine the DOK ceiling for each learning target.

match the assessment item type to the rigor of the learning target.

write a constructed response assessment question that measures the learning target(s).

AT LTHS, PLCs work collaboratively to ensure all students learn more.

VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT

TYPE OF LEARNIN

G TARGET

ASSESS-MENT MATCH

THINKING LEVEL (DOK)

Standard:

Applying the Protocol for Unpacking a Standard

Unpacking a Standard PROTOCOL FOR UNPACKING A STANDARD

1. Underline the verbs or verb phrases (or skills) and write each one in the chart.

2. Highlight the nouns or noun phrases (or concepts to be taught) and link it to the relevant verb in the chart.

3. Circle any prepositional phrase (context) and link it to the relevant verb and noun phrase in the chart.

4. Identify the type of learning target and assessment

match.

5. Identify the DOK for each line in the chart.(Jakicic, 2014)

PROTOCOL FOR UNPACKING A STANDARD

1. Underline the verbs or verb phrases (or skills), and write each one in the chart.

VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT

TYPE OF LEARNING

TARGET

ASSESS-MENT

METHOD


SAMPLE EO:Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.


1. Underline the verbs or verb phrases (or skills), and write each one in the chart.

VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT

TYPE OF LEARNING

TARGET

ASSESS-MENT

METHOD


Use

to solve

interpreting


VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT

TYPE OF LEARNING

TARGET

ASSESS-MENT

METHOD


Use

to solve

interpreting




VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT

TYPE OF LEARNIN

G TARGET

ASSESS-MENT

METHOD


Use the equation of a linear model

to solve problems

interpreting

the slope and intercept




VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT

TYPE OF LEARNING

TARGET

ASSESS-MENT

METHOD



to solve problems

interpreting





VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT TYPE OF LEARNIN

G TARGET

ASSESS-MENT

METHOD



in the context of bivariate measurement data

to solve problems in the context of bivariate measurement data

interpreting






Applying the Protocol for Unpacking a Standard Sample EOs To Unpack:

1.Select an EO from the Discipline-Based EOs list provided in your packet on pg. 4.

2. Use the pink page your selected EO by applying the Protocol for Unpacking a Standard.

Designing an Assessment

Determine the type of Learning Targets/Essential Outcomes you are assessing.

There Are 4 Main Types of Learning Targets

Which type of Learning Target are you measuring?

Learning Target Types

Description

KnowledgeTargets

Represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline

ReasoningTargets

Specify thought processes students are to learn to do well within a range of subjects; Includes patterns of reasoning (Inference, Analysis, Comparison, Classification Evaluation, Synthesis)

Skill Targets Skill targets are those where a demonstration or physical skill-based performance is at the heart of learning

ProductTargets

Describe learning in terms of artifacts where creation of a product is the focus of the learning target. With product targets, the specifications for quality of the product itself are the focus of teaching and assessment.

(Figure 3.2 from Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 44 & 47)

Are you asking the right type of assessment questions?

LEARNING TARGET

Selected Response

Constructed Response

Performance Assessment

Personal Communication

Knowledge Good Strong Partial StrongReasoning Good Strong Partial StrongSkill Partial Poor Strong PartialProduct Poor Poor Strong Poor

(Figure 4.3 from Chappuis, Stiggins, Chappuis, & Arter, 2012,p. 94)

VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT TYPE OF LEARNIN

G TARGET

ASSESS-MENT

METHOD





interpreting





4. Identify the type of learning target and assessment match.

VERBVerb

Phrase

NOUNNoun

Phrase

CONTEXT TYPE OF LEARNING TARGET

ASSESS-MENT

METHOD




Knowledge & Skill

Selected Response


Reasoning

Const.Response

interpreting



Reasoning

Const.Response



4. Identify the type of learning target and assessment match.

Depth of Knowledg

e(DOK)

Re do chart

Bloom’s Revised Taxonomy Webb’s Depth of Knowledge (DOK)Level Six: Create• Generate• Plan• ProduceLevel Five: Evaluate• Judge • Critique

Level Four: Extended Thinking• Design• Connect• Synthesize• Apply concepts• Critique• Analyze• Create

Level Four: Analyze• Differentiate• Organize• Attribute• Compare

Level Three: Strategic Thinking• Revise• Construct• Compare• Hypothesize• Cite evidence• Formulate• Draw conclusions

Level Three: Apply• Execute• Implement• Carry out

Level Two: Skills and Concepts• Infer• Predict• Interpret• Use connect clues• Estimate• Compare• Organize• Graph

Level Two: Understand• Interpret• Summarize• Classify• ExplainLevel One: Remember• Recall

Level One: Recall• Define• Identify • List• Measure• Arrange• Calculate

Comparison of Taxonomies

VERBVerb

Phrase

NOUNNoun

Phrase


ASSESS-MENT

METHOD




Knowledge/ Skill

Selected Response


Reasoning Const.Response

interpreting






5. Identify the DOK for each line in the chart.

VERBVerb

Phrase

NOUNNoun

Phrase


ASSESS-MENT

METHOD




Knowledge/ Skill

Selected Response

2



2

interpreting




2



5. Identify the DOK for each line in the chart.

Applying the Protocol for Unpacking a Standard Sample EOs To Unpack:

1. Turn to the back of your pink handout.

2. Apply steps 4 and 5 to your selected EO.

Guidelines for Constructed Response

Bailey, K. & Jakicic, C. (2012).

• Ensure the question is clear.• Set a context for the expected reasoning.• Specify the kind of reasoning or problem solving students

are to carry out.

• Do not offer choices that allow students to pick a question they know more about over a question they know little about.

• Clearly communicate the proficiency expectations.• Utilize a rubric that explains the proficiency expectations.

or• Utilize a checklist that communicates scoring criteria.

• Provide ample space for a student response.

Constructed Response: A Good Example


“During the term, we have discussed both the evolution of Spain and the changing political climate in Spain during the twentieth century.

Analyze these two dimensions of climate in Spain, citing instances where literature and politics may have influenced each other. Describe those specific influences.

In planning your response, think about what we learned about prominent novelists, political satirists, and prominent political figures in Spain. (5 points per instance, total= 15 points).”

Constructed Response: An Example That Could be Improved


Compare and contrast firsthand and second accounts of the Holocaust.

Constructed Response: A Good Example

In this class, we have used various primary sources (like Night) and secondary sources (like the textbook) to explore the Holocaust.

Using the evidence from Night and the textbook, compare and contrast the focus of firsthand and secondhand accounts of the Holocaust.

The rubric below communicates expectations for proficiency. Please note that this question is worth 4 points.

Beyond Proficiency (4)

Proficiency (3)

Partial Proficiency (2)

No Proficiency (1)

The response correctly explains how the focus is different for each account of the Holocaust and why that focus is of value.

The response correctly explains how the focus is different for each account of the Holocaust.

The response explains the difference between a firsthand and secondhand account, but cannot apply this to the text concerning the Holocaust.

The response doesn’t include an understanding of point of view (as it is communicated through first and secondhand accounts of the Holocaust).

Write Assessment Questions for Sample Standard

Examine your selected Discipline-Based EO (from pg. 4 of the packet), which you have unpacked on the pink handout.

Write the appropriate type of assessment question for each line of your chart. Make sure the assessment question follows the guidelines and measures the intended learning target.


ReferencesChappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012). Classroom assessment for student learning: Doing it right-Using it well. Boston: Pearson.

Bailey, K. & Jakicic, C. (2012). Common formative assessment: A toolkit for professional learning communities at work.™ Bloomington, Indiana: Solution Tree Press.

Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with the common core: A toolkit for professional learning communities at work.™ 2013. Bloomington, Indiana: Solution Tree Press.

Stiggins, R., Arter, J., Chappuis, J. and J. Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-Using it well, Boston: Pearson.

Stiggins, R. (2008). An Introduction to student-involved assessment for learning, 5th ed. Columbus, Ohio: Pearson.

Using DOK to Write Common Assessments

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