Shifting to a StandardsBased Mindset
LMS Department
Everett High School
August 28, 2014
Everett High School
Current Language
Purpose of Grading Statement
End of Course Grades (Semester/End of Year):
To communicate information about student proficiency on
content standards to students, parents, educators and other
stakeholders.
Formative/Summative Grades:
• To provide information to students for self-evaluation
• To provide information to classroom/program to inform
the next steps of the instruction
• Common summative/formative assessments will be used
frequently to inform student progress towards standard
Schimmer’s Progression
Shifting to a Standards-Based Mindset
Emphasize COMPLETION or STANDARDS?
Is school about ACTIVITIES or LEARNING?
Is school about POINTS or EVIDENCE?
Is learning an EVENT or a PROCESS?
Backwards Design Model
Identify/Select Course Standards
Common Core, NGSS, WA State, Industry, National
Scale Standards
Design/Use Common
“Leveled” Assessments
Instructional Plan/Map
Determine
Reporting/Grading
Variables
Develop
Interventions/Enrichment
Backwards Design Model
Identify/Select Course Standards
Common Core, NGSS, WA State, Industry, National
Scale Standards
Design/Use Common
“Leveled” Assessments
Instructional Plan/Map
Determine
Reporting/Grading
Variables
Develop
Interventions/Enrichment
In Partnership with Curriculum Specialists
Proficiency
DOK
Scaling
Leveling
Tasks
Common
Assessments
Assessment
for Learning
Instructional
Technology
Instructional
Maps
Grading for
Learning
Student Unit Plans
StudentInvolved
Assessment
Data Analysis
and Reporting
Session’s Overview
• How is the “Depth of Knowledge” a foundation for
a more coherent system for assessment,
instruction, curriculum and grading?
• What does it mean to focus on standards?
• How does restructuring a course help keep
Everett’s agreement on the shared purpose for
grading?
Created based on work of Webb, Norman L. and others. “Web Alignment Tool” 24
July 2005. Wisconsin Center of Educational Research. University of WisconsinMadison. 2 Feb. 2006
Webb’s Depth of Knowledge (DOK)
• Addresses the content being assessed and the
depth to which we expect students to demonstrate
understanding of that content.
• Is a reference to the complexity of mental
processing that must occur to answer a question,
perform a task, or generate a product
• Is about cognitive complexity, not difficulty
• Is not grade contextualized
• Offers a pathway to rigor
Norman Webb’s Depth of Knowledge
Adapted from the model used by Norm Webb,
University of Wisconsin, to align standards with
assessments
• The degree of depth or complexity of knowledge reflected in
the content standards and assessments
• How deeply a student needs to understand the content for a
given response/assessment
Depth of Knowledge depends on more than the verb. The
complexity also depends on what the verb is acting on.
For example, “draw” is in the DOK level 1 sector. But a
student who draws a blueprint of a new building is doing
more than recall of information.
Explain also can be at different levels--explain
by repeating a definition (DOK level 1), explain
by putting a paragraph into your own words (DOK
level 2), or explain by describing an analysis of the
factors contributing to the economic down turn
of the US (DOK level 3).
DOK Levels
4:
Extended
Thinking
3:
Strategic
Thinking
1: Recall
2:
Skill
/Concept
Depth of Knowledge
From: Lois Barnes
SREB/HSTW
• Recall— Identify this utensil.
• Concept— Explain the function of
the fork.
• Strategic— Identify two examples
of when a fork would not be the
best utensil for a type of food and
explain why.
• Extended— Design an
investigation to determine the
optimal number and length of
tines for a salad fork.
Depth of Knowledge
• Recall— Collect data samples over
several months.
• Concept— Organize the data in a
chart.
• Strategic— Use the chart to make
and justify predictions
• Extended— Develop a generalized
model from the data and apply it to
a new situation.
Depth of Knowledge
DOK 1 – Student response limited to teacher –specific answer
DOK 2 – Student response limited by teacher – strategy options
DOK 3 – Student response varies – varied reasoning accepted
DOK 4 – Student response variable – options need to be defensible
Cognitive Complexity vs Difficulty
What is the difference between Cognitive Complexity and
Difficulty Level?
• Difficulty refers to how many students answered the question
correctly.
• High Order Thinking refers to how many steps it takes to answer
the question.
Add:
4,678,895+ 9,578,885
• What is the DOK?
Bloom’s and Webb’s
Different models to describe cognitive rigor
• Bloom – What type of thinking (verbs) are
needed to complete the task?
• Webb – How deeply do you have to
understand the content to successfully
interact at a given depth? How complex is the
content?
Cognitive Rigor Matrix
This matrix from the Smarter Balanced Content Specifications for Mathematics draws from both
Bloom’s (revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.
DOK Snapshot
• DOK is a scale of cognitive demand
• DOK is about the item/standard not the student
• DOK is not about difficulty but how much content knowledge
is required within the thinking student need to do to
complete the prompt/task
• The context of the item/standard must be considered to
determine the DOK level not just a look at what verb was
chosen.
– DOK is lowered when too much information is given
• DOK is not an exact science
How can we be consistent
in applying DOK for a given course?
Depth of Knowledge = Cognitive Demand = Rigor
• How much and what kind of “thinking” is called for in
each set of standards (cluster, PE, ELAR)?
• What tasks and contexts will students need to
demonstrate proficiency?
• What kinds of “thinking” is called for approaching
the standard and advancing beyond?
Proficiency Scaling
The process of identifying and developing the
cognitive demand or level of rigor for a given
standard.
- Starting with the standard: educators use a framework …
(Webb’s DOK) …as way to build “a rigorous rubric-based
approach in the interest of valid and reliable assessing” which
informs both teacher and student
- If Proficient is the standard:
- What is Advanced?
- What is a Basic?
Marzano, Robert J. Formative Assessment and Standards-Based Grading 2010
Advanced
Cognitive task extending from standard;
requiring decision-making, expressing
reasoning, or applying what has been explicitly
taught in new contexts
Proficient
Standard as defined by the state including
expectations for content, process, skills, and/or
performance to be explicitly taught.
Basic
Cognitive step just before standard that is
explicitly taught; includes concepts broken into
distinct segments, foundational skills and key
vocabulary.
Foundational
Various cognitive steps before Basic
Proficiency
Skills/
Concepts
DOK 2
Extended
Thinking
DOK 4
Recall/
Reproduction
DOK 1
Strategic
Thinking
DOK 3
Proficiency
Scale level
does not equal
DOK level
Determining DOK
• How would you describe the progression from 1st
grade to 4th grade?
• As a small group discuss and have one member
record what each standard’s DOK level might be and
provide a rationale for your thinking.
• Include any questions your discussion raised or
disagreements you encountered.
Clarifying Course Standards
District teams drafted
Grades 6-12 ELA Reading and Writing, U.S. History, World
History, Algebra II, Geometry, Algebra 1, Grades 6-8
Mathematics, Algebra 1, Geometry, Algebra II, K-8 NGSS
Science, Coordinated Science, Biology, Chemistry
Advanced
Cognitive task extending from standard; requiring decision-making,
expressing reasoning, or applying what has been explicitly taught in
new contexts
Proficient
Standard as defined by the state including expectations for
content, process, skills, and/or performance to be explicitly
taught.
Basic
Foundational
Cognitive step just before standard that is explicitly taught; includes
concepts broken into distinct segments, foundational skills and key
vocabulary.
Various cognitive steps before Basic
K-Math
Advanced
Proficient
Standard as defined by the state including expectations for content, process, skills,
and/or performance to be explicitly taught.
Know number names and the count sequence. (MTH.K.CC.KNNCS)
Count to 100 by ones (MTH.K.CC.KNNCS.1)
Count to 100 by tens (MTH.K.CC.KNNCS.1)
Count forward beginning from a given number within the known sequence
(instead of having to begin at 1). (MTH.K.CC.KNNCS.2)
Write numbers from 0 to 20. (MTH.K.CC.KNNCS.2)
Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects). (MTH.K.CC.KNNCS.3)
Basic
Foundational
Various cognitive steps before Basic
K-Math
Advanced
Proficient
Standard as defined by the state including expectations for content, process, skills,
and/or performance to be explicitly taught.
Know number names and the count sequence. (MTH.K.CC.KNNCS)
Count to 100 by ones (MTH.K.CC.KNNCS.1)
Count to 100 by tens (MTH.K.CC.KNNCS.1)
Count forward beginning from a given number within the known sequence
(instead of having to begin at 1). (MTH.K.CC.KNNCS.2)
Write numbers from 0 to 20. (MTH.K.CC.KNNCS.2)
Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects). (MTH.K.CC.KNNCS.3)
Basic
Cognitive step just before standard that is explicitly taught; includes concepts broken
into distinct segments, foundational skills and key vocabulary
Uses the pattern of 1-9 to count within a decade (e.g. in twenties, in thirties,
etc)
Writes numbers from 0 to 20 using a tool (e.g. number line, 100s chart)
Represents a number of objects with a visual tool 0-20 (refer to a number line
or number card).
Recognizes the numbers from 0 to 20.
Foundational
Various cognitive steps before Basic
K-Math
Advanced
Cognitive task extending from standard; requiring decision-making, expressing
reasoning, or applying what has been explicitly taught in new contexts
Count backwards from a given number by ones.
Write numbers from various starting points beyond 20 and continue the
number pattern.
Write given numbers out of sequence above 20.
Proficient
Standard as defined by the state including expectations for content, process, skills,
and/or performance to be explicitly taught.
Know number names and the count sequence. (MTH.K.CC.KNNCS)
Count to 100 by ones (MTH.K.CC.KNNCS.1)
Count to 100 by tens (MTH.K.CC.KNNCS.1)
Count forward beginning from a given number within the known sequence
(instead of having to begin at 1). (MTH.K.CC.KNNCS.2)
Write numbers from 0 to 20. (MTH.K.CC.KNNCS.2)
Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects). (MTH.K.CC.KNNCS.3)
Basic
Cognitive step just before standard that is explicitly taught; includes concepts broken
into distinct segments, foundational skills and key vocabulary
Uses the pattern of 1-9 to count within a decade (e.g. in twenties, in thirties,
etc)
Writes numbers from 0 to 20 using a tool (e.g. number line, 100s chart)
Represents a number of objects with a visual tool 0-20 (refer to a number line
or number card).
Recognizes the numbers from 0 to 20.
Foundational
Various cognitive steps before Basic
Advanced
Cognitive task extending from standard;
requiring decision-making, expressing
reasoning, or applying what has been explicitly
taught in new contexts
Proficient
Standard as defined by the state including
expectations for content, process, skills, and/or
performance to be explicitly taught.
Basic
Cognitive step just before standard that is
explicitly taught; includes concepts broken into
distinct segments, foundational skills and key
vocabulary.
Foundational
Various cognitive steps before Basic
Difference Between Scales
and Rubrics
• Scales are built for teachers use in planning
assessments and instruction
• Scales are tied to standard – independent
of performance task
• Basic tasks are deliberate performance
expectations not written to be “lacking” or
“missing” proficient elements
• Rubrics are tied to specific performance
expectations
– Rubrics are smaller picture
– Proficiency Scales are the bigger picture
Leveraging Scaling
Rigorous, Informative Assessment
Scaling
and
Leveling
Curriculum & Instruction
Reporting Variables/
Grading Practices
35
Clarifying Course Standards
Cognitive demand and learning progression
Determine sequencing of standards
Course Overview
• What will be measured, when and to what level
• Specific to unit
• Specific to lesson
Session’s Overview
• How is the “Depth of Knowledge” a foundation for
a more coherent system for assessment,
instruction, curriculum and grading?
• What does it mean to focus on standards?
• How does restructuring a course help keep
Everett’s agreement on the shared purpose for
grading?
In Partnership with Curriculum Specialists
Proficiency
DOK
Scaling
Leveling
Tasks
Common
Assessments
Assessment
for Learning
Instructional
Technology
Instructional
Maps
Grading for
Learning
Student Unit Plans
StudentInvolved
Assessment
Data Analysis
and Reporting
Schimmer’s Key Questions
Emphasize COMPLETION or STANDARDS?
Is school about ACTIVITIES or LEARNING?
Is school about POINTS or EVIDENCE?
Is learning an EVENT or a PROCESS?
Everett High School
Current Language
Purpose of Grading Statement
End of Course Grades (Semester/End of Year):
To communicate information about student proficiency on
content standards to students, parents, educators and other
stakeholders.
Formative/Summative Grades:
• To provide information to students for self-evaluation
• To provide information to classroom/program to inform
the next steps of the instruction
• Common summative/formative assessments will be used
frequently to inform student progress towards standard
Welcome, Encourage, Inspire
to Build Confident Learners