Appendix C
Coding Procedures for Curriculum Content Analyses
Materials included in this packet:
Rating Sheet
Comments & Suggestions worksheet
Subject Topic List
Categories of Student Expectations (Cognitive Demand) List
Introduction
Thank you for your participation in this content analysis workshop. Your assistance will assist
us in collecting descriptive information about the subject matter content contained in the
assessments and standards documents to be analyzed. Our goal is to content analyze several
state standards and assessments using a two-dimensional taxonomy for describing subject matter
content.
The data collected will be summarized into content maps and graphs that can be used to
highlight the relative emphasis of academic content embedded in these curriculum related
documents. The resulting content maps and graphs permit graphic comparisons of teacher
reports of instructional content with locally relevant assessment instruments or standards.
Content analysis will also serve to support alignment analyses into the relationships between
instruction, assessment and standards. Results will be used to support the information needs of
participating states, districts and schools, and will also be used in analyses associated with
several NSF funded studies being conducted in the states and districts represented at this
workshop.
Coding Dimensions
Topics
Each assessment item is to be rated on two intersecting dimensions. The first dimension relates
to subject topic. Topic lists are organized by subject. The appropriate topic lists are contained in
this packet, covering K-12 curriculum content for Mathematics, Science, English Language
Arts/Reading and Social Studies. The topic lists are organized at two levels. The more general
level identifies content areas (e.g. Number Sense, Measurement, Algebraic Concepts in math; or
Energy, Biochemistry, Genetics in science, etc.) Within each of these content areas are listed
some number of topics associated with that content area. You will note that each topic has a
three- or four-digit number listed to its left. This number is the >topic code= and is to be entered
on the rating sheet to identify the particular topic(s) associated with a given assessment item or
standard strand or goal. Though each content area also has a number code associated with it,
most coding is done at the fine grain, or topic level that most content coding is to be done.
Exceptions to this rule are discussed in the coding conventions section below.
Page 1
Expectations for Students (Cognitive Demand)
In addition, assessment items are coded in terms of the expectations for student performance
(or cognitive demand) targeted by a given item or standard. Your packet contains a list of
cognitive expectations for the appropriate subject(s), organized into five categories. Each
category is defined using a list of descriptors to identify the types of cognitive demand
associated with a given category of student expectation. It should be noted that the
descriptors listed for each category are not exhaustive, but intended to be illustrative of the
types of activities associated with each category. Unlike the topic list, raters are not asked to
code at this fine-grain level of cognitive demand descriptors. Cognitive demand is coded
only at the broader categorical level of student expectation. Each category is given a letter
designation (B-F) to be used for coding purposes.
Procedures
1.
Pre-coding Exercise
A sample set of assessment items will be content analyzed individually by each rater
using the coding procedures described below. These sample items and their related content
codes will then be discussed by each rating team in order to establish a common
understanding and set of coding conventions for conducting the content analyses of the
various documents. Note the coding conventions listed at the end of this handout. Any
additional conventions agreed upon by your team should be noted in the “Comments &
Suggestions Worksheet” located in you packet.
2.
Rating Form Identification
Please make sure that you complete the information listed at the top of each rating
form. This includes:
• District/State (as applicable)
• Assessment Name (e.g. Terra Nova, SAT-9, or relevant state assessment)
• Rater# (refer to the label on your folder)
• Subject (mathematics, science or language arts)
• Test Form (if applicable)
• Rating form page # (if more than two rating forms are required
3.
Coding Procedures.
Below is an excerpted line from the sheet you will record content codes on.
Content Code 1
Item
Number
1
Topic
Code 1
Expectation
Code 1
503
B
Content Code 2
Topic
Code 2
Expectation
Code 2
Content Code 3
Topic
Code 3
Expectation
Code 3
The correct way to record a content code (503B) is illustrated in the column in the above
table labeled Content Code 1. Note that the number for the Sub-Topic and the letter for
the Student Expectation are placed in separate cells. Every content code should consist of
Page 2
both a topic number and a cognitive demand letter, even if one or the other repeats a
previous code for that item.
Every item should be given at least 1 content code. Up to three separate topic by
expectation combinations may be selected for any one assessment item, and up to six topic
by expectation combinations may be coded for standards and/or other curriculum materials.
For example, an assessment item might relate to two distinct topic areas, while involving only
one student expectation category. In that case, the coder would enter two different topic
codes in cells Topic Code 1 and Topic Code 2 on the Coding Sheet, but would enter the
same expectation code in cells Expectation Code 1 and Expectation Code 2. As another
example, an item might be coded with three distinct topic by expectation combinations, with
perhaps one topic being associated with two types of expectations, while a second topic is
associated with yet a third category of expectation. Such an example might be coded as
follows:
Content Code 1
Item
Number
1
Content Code 2
Content Code 3
Topic
Code 1
Expectation
Code 1
Topic
Code 2
Expectation
Code 2
Topic
Code 3
Expectation
Code 3
103
B
103
D
102
C
Again, up to 3 topic by expectation combinations may be coded for each assessment item,
and six combinations for each standard strand or curriculum materials section. Should a
coding item be so complex as to suggest more than these limits, select the most dominant
elements of the item to code up to the accepted limit of content codes.
Coding Conventions
Occasionally items are difficult to code with the taxonomy. The following coding
conventions have been established to cover most situations.
1.
If you determine that an item or standard cannot be associated with a
specific topic in the taxonomy, then:
• If the content to code fits a general content area, but is not specific enough to
identify a particular topic, use the code for the major content area, (e.g.,
A200" for “Measurement” in mathematics, or “200“ for “Science &
Technology” in science).
• If the content pertains to a specific topic not listed in the taxonomy, use the
code for the most appropriate content area, and add “90” for the last two
digits, (e.g., A290" for “Measurement” in mathematics, or “290“ for
“Science & Technology” in science).
• Use the Topic code “000”cases where you determine there is no appropriate
content code whatsoever in the topic list that fits a given item or standard.
Page 3
• Use the Topic code A999" in cases where you determine the item refers to
content out of subject area (e.g., science content on a mathematics test).
2.
If you determine that an item or standard cannot be associated with a specific
category of cognitive demand, enter a “Z” in the cognitive demand cell.
3.
If you use any of the above conventions, please include a suggestion for an
additional content area, topic or cognitive demand descriptor on the Comments &
Suggestions worksheet in you packet. This will assist us in considering future
revisions to the taxonomies. (Please be sure return the “Comments and
Suggestions” worksheet to one of the workshop staff before leaving.)
4.
If your coding team establishes additional conventions for coding items,
please note these as well on the Comments & Suggestions worksheet.
Page 4
Rater:
Test Item Nbr
Document:
Content Code 1
TPC1 CGD1
Content Code 2
TPC2 CGD2
Date:
Test Item Nbr
Content Code 3
TPC3 CGD3
1
36
2
37
3
38
4
39
5
40
6
41
7
42
8
43
9
44
10
45
11
46
12
47
13
48
14
49
15
50
16
51
17
52
18
53
19
54
20
55
21
56
22
57
23
58
24
59
25
60
26
61
27
62
28
63
29
64
30
65
31
66
32
67
33
68
34
69
35
70
Page 5
Content Code 1
TPC1 CGD1
Page
Content Code 2
TPC2 CGD2
of
Content Code 3
TPC3 CGD3
Workshop:
Subject:
Rater/Team:
Please use this sheet to document suggestions for:
additional content areas
additional sub-topics within a content area
additional student expectation categories
additional cognitive demand descriptors within a current student expectation category
other comments or feedback you may have
Number Content Area
Sub-Topic
Student Expectation Category
Cognitive Demand Descriptor
Coding Conventions:
Other Comments and Suggestions:
Page 6
SEC K-12 Mathematics Taxonomy
100 Nbr. sense /Properties/ Relationships
900 Data Displays
200 Operations
1000 Statistics
300 Measurement
1100 Probability
400 Consumer Applications
1200 Analysis
500 Basic Algebra
1300 Trigonometry
600 Advanced Algebra
1400 Special Topics
700 Geometric Concepts
1500 Functions
800 Advanced Geometry
1600 Instructional Technology
Other Coding Conventions
Topics:
0 All
999 Out of Subject Area
Cognitive Demands:
B
Memorize
C
Perform Procedures
D
Demonstrate Understanding
E
Conjecture/Analyze
F
Solve Non-Routine Problems
Z
Non-Specific Cognitive Demand
Page 7
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
190
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
290
Nbr. sense /Properties/ Relationships
Place value
Whole numbers and Integers
Operations
Fractions
Decimals
Percents
Ratio and proportion
Patterns
Real and/or Rational numbers
Exponents and scientific notation
Factors, multiples, and divisibility
Odd/even/prime/composite/square numbers
Estimation
Number Comparisons (order, magnitude, relative size,
inverse, opposites, equivalent forms, scale or number
line)
Order of operations
Computational Algorithms
Relationships between operations
Number Theory (e.g. base-ten and non-base-ten
systems)
Mathematical properties (e.g., distributive property)
Other
Operations
Add/subtract whole numbers and integers
Multiply whole numbers and integers
Divide whole numbers and integers
Combinations of operations on whole numbers or
integers
Equivalent and non-equivalent fractions
Add/subtract fractions
Multiply fractions
Divide fractions
Combinations of operations on fractions
Ratio and proportion
Representations of fractions
Equivalence of decimals, fractions, and percents
Add/ subtract decimals
Multiply decimals
Divide decimals
Combinations of operations on decimals
Computing with percents
Computing with exponents and radicals
Other
Date Revised 8/29/07
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
390
400
401
402
403
404
490
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
590
Measurement
Use of measuring instruments
Theory (arbitrary, standard units and unit size)
Conversions
Metric (SI) system
Length and perimeter
Area and volume
Surface Area
Direction, Location, Navigation
Angles
Circles (e.g., pi, radius, area)
Mass (weight)
Time and temperature
Money
Derived measures (e.g., rate and speed)
Calendar
Accuracy and Precision
Other
Consumer Applications
Simple interest
Compound interest
Rates (e.g., discount and commission)
Spreadsheets
Other
Basic Algebra
Absolute value
Use of variables
Evaluation of formulas, expressions, and equations
One-step equations
Coordinate Planes
Patterns
Multi-step equations
Inequalities
Linear and non-linear relations
Rate of change/slope/line
Operations on polynomials
Factoring
Square roots and radicals
Operations on radicals
Rational expressions
Multiple representations
Other
1 of 3
600
601
602
603
604
605
606
607
608
609
610
611
612
613
690
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
790
800
801
802
803
804
805
806
807
808
890
Advanced Algebra
Quadratic equations
Systems of equations
Systems of inequalities
Compound Inequalities
Matrices and determinants
Conic sections
Rational, negative exponents/radicals
Rules for exponents
Complex numbers
Binomial theorem
Factor/remainder theorem
Field properties of real number system
Multiple representations
Other
Geometric Concepts
Basic terminology
Points, lines, rays, segments, and vectors
Patterns
Congruence
Similarity
Parallels
Triangles
Quadrilaterals
Circles
Angles
Polygons
Polyhedra
Models
3-D relationships
Symmetry
Transformations (e.g., flips or turns)
Pythagorean Theorem
Other
Advanced Geometry
Logic, reasoning, and proofs
Loci
Spheres, cones, and cylinders
Coordinate Geometry
Vectors
Analytic Geometry
Non-Euclidean Geometry
Topology
Other
Date Revised 8/29/07
900
901
902
903
904
905
906
907
908
909
910
911
990
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1090
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1190
1200
1201
1202
1203
1204
1205
1206
1207
1290
Data Displays
Summarize data in a table or graph
Bar graph and histograms
Pie charts and circle graphs
Pictographs
Line graphs
Stem and Leaf plots
Scatter plots
Box plots
Line plots
Classification and Venn diagrams
Tree diagrams
Other
Statistics
Mean, median, and mode
Variability, standard deviation, and range
Line of best fit
Quartiles and percentiles
Bivariate distribution
Confidence intervals
Correlation
Hypothesis testing
Chi Square
Data Transformation
Central Limit Theorem
Other
Probability
Simple probability
Compound probability
Conditional probability
Empirical probability
Sampling and Sample spaces
Independent vs. dependent events
Expected value
Binomial distribution
Normal curve
Other
Analysis
Sequences and series
Limits
Continuity
Rates of change
Maxima, Minima, and Range
Differentiation
Integration
Other
2 of 3
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1390
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1490
1500
1501
1502
1503
1504
1505
1506
1507
1508
1509
1510
1511
1590
1600
1601
1602
1603
1604
1605
1690
Trigonometry
Basic ratios
Radian measure
Right triangle trigonometry
Law of Sines and Cosines
Identities
Trigonometric equations
Polar coordinates
Periodicity
Amplitude
Other
Special Topics
Sets
Logic
Mathematical induction
Linear programming
Networks
Iteration and recursion
Permutation combinations
Simulations
Fractals
Other
Functions
Notation
Relations
Linear
Quadratic
Polynomial
Rational
Logarithmic
Exponential
Trigonometric and circular
Inverse
Composition
Other
Instructional Technology
Use of calculators
Use of graphing calculators
Use of computers and internet
Computer programming
Use of Spreadsheets
Other
Date Revised 8/29/07
3 of 3
Cognitive Demand Categories for Mathematics
B
Memorize Facts,
Definitions, Formulas
C
D
E
F
Perform Procedures
Demonstrate
Understanding of
Mathematical Ideas
Conjecture, Analyze,
Generalize, Prove
Solve Non-Routine
Problems / Make
Connections
Recite basic mathematical
facts
Use numbers to
count, order, denote
Communicate math
ematical ideas
Recall mathematics terms
and definitions
Do
computational procedure
s or algorithms
Use representations
to model mathematical
ideas
Recall formulas and
Follow procedures /
computational procedures
Explain findings and results
Determine the truth of
a mathematical pattern
or proposition
Apply and adapt a variety
of appropriate strategies
to solve non-routine
problems
Write formal or informal
proofs
Apply mathematics
in contexts outside
of mathematics
Recognize, generate or
Apply to real world
instructions
from data analysis
strategies
create patterns
situations
Solve equations/formulas/
routine word problems
Develop/explain relati
onships
between concepts
Find a mathematical rule
to generate a pattern
or number sequence
Show or
explain relationships
between models,
diagrams, and/or other
representations
Make and
investigate mathematical
conjectures
Organize or display data
Read or produce
graphs and tables
Execute geometric
constructions
Identify faulty arguments
or misrepresentations of
data
Reason inductively
or deductively
Synthesize content
and ideas from several
sources
K-12 Science Taxonomy
K-12 Science Content Areas
0
Cross-cutting Themes/Big Ideas
1500
Motion & Forces
100
Nature of Science
1600
Electricity
200
Science, Technology & Engineering
1700
Waves
300
Science, Health & Environment
1800
Kinetics, Equilibrium & Thermodynamics
400
Measurement & Calculation in Science
1900
Properties of Matter
500
Components of Living Systems
2000
Earth Systems
600
Biochemistry
2100
Astronomy
700
Botany
2200
Meteorology
800
Animal Biology
2300
Elements & The Periodic System
900
Human Biology
2400
Chemical Formulas & Reactions
1000
Genetics
2500
Acids, Bases, & Salts
1100
Evolution
2600
Organic Chemistry
1200
Reproduction & Development
2700
Nuclear Chemistry
1300
Ecology
2800
Freshwater Science (Limnology)
1400
Energy
Other Coding Conventions
Topics:
0
All
999 Out of Subject Area
Cognitive Demands:
B
Memorize Facts/Definitions/Formulas
C
Perform Procedures
D
Communicate Understanding
E
Analyze Information
F
Apply Concepts/Make Connections
Z
Non-Specific Cognitive Demand
October 2013
1
K-12 Science Taxonomy
0
300
Cross-cutting Themes & Big Ideas in Science
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
90
100
101
102
103
104
105
106
107
108
109
110
111
190
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
290
Science, Health & Environment
Patterns
Cause and effect
301 Personal health, behavior, disease, and nutrition
302 Environmental health, pollution, and waste disposal
Systems and System Models
Interdependence of science, technology, engineering
Influence of STEM on society and the natural world
Order and consistency in natural systems
Energy and Matter
Structure and Function
Stability and change
Scale, Proportion, Quantity
Science as a human endeavor
Constancy & Change
Order & Organization
Evidence, Models, Explanations
Form & Function
Other
303
304
305
306
307
308
309
310
390
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
490
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
590
Nature of Science
Nature and structure of science
Nature of scientific inquiry
Scientific habits of mind, logic, and reasoning
Issues of diversity, culture, and gender in science
History of scientific innovations
Ethical issues and critiques of science
Science methodologies
Evidence based claims, data analysis
Scientific models
Scientific explanation, communication
Qualitative and quantitative distinctions
Other
Science, Technology & Engineering
Technological benefits, trade-offs, consequences
Relationship between scientific inquiry and technological
design
Use of science tools (incl. safe use)
Design, implement, and/or refine a solution or product
Engineering design principles (e.g., constraints,
optimization, longevity)
Engineering & technological challenges
Engineering and technology industries
Engineering tools and techniques
Careers in engineering and technology
Use, design, or construct models
Emerging innovations/technologies
Systems and systems thinking
Biodiversity
Materials use
Natural and human made materials
Spatial/visualization-engineering
Other
January 2014
1
Acid rain
Ozone depletion
Resources and conservation
Toxic and nuclear waste
Greenhouse effect
Natural and human-caused hazards
Trade-offs and inter-relationships
Bio-ethics
Other
Measurement & Calculation in Science
The International System
Mass and weight
Length
Volume
Time
Temperature
Accuracy and precision vs. estimation
Significant digits
Derived units (e.g., rate and speed)
Conversion factors
Density
Data displays (e.g., tables, charts, maps, and graphs)
Units of measure
Use algebra to solve, predict or design solutions
Use geometry to solve, predict or design solutions
Use trigonometry to solve, predict or design solutions
Pressure
Error analysis
Scientific notation
Central tendencies of math: ratio
Other
Components of Living Systems
Cell structure and function
Cell Theory
Transport of cellular material (e.g. osmosis/diffusion)
Cell metabolism
Cell response
Cellular respiration
Cell specialization
Organs
Organ systems
Microbiology (e.g. micro-organisms, DNA/RNA,
Characteristics of life (incl. classification of living/nonHomeostasis
Cell reproduction (incl. meiosis)
Tissue and tissue structure
Other
K-12 Science Taxonomy
600
601
602
603
604
605
607
608
609
610
690
700
701
702
703
704
705
706
707
708
790
800
801
802
803
804
805
806
807
808
809
810
811
812
813
890
900
901
902
903
904
905
906
907
908
990
1000
1001
1002
1003
1004
1005
Biochemistry
Living elements (C, H, O, N, P)
Atomic structure and bonding
Synthesis reactions (proteins)
Hydrolysis
Organic Compounds (e.g., carbohydrates, proteins,
nucleic/amino acids, lipids and enzymes)
Lipids
Properties of water
Neuro transmitters
Nucleic acids
Other
1006
1007
1008
1009
1090
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1190
1200
1201
1202
1203
1204
1205
1206
1290
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1390
Botany
Nutrition and photosynthesis
Circulation
Respiration
Growth/development/behavior/response
Health and disease
Structure and function
Habitat
Classification
Other
Animal Biology
Nutrition
Circulation
Excretion
Respiration
Growth/development/behavior
Health and disease
Structure and function
Skeletal and muscular systems
Nervous and endocrine systems
Habitat
Digestive Systems
Classifications
Life cycles
Other
Human Biology
Nutrition and digestive system
Circulatory system and blood
Digestive & Excretory system
Respiration and respiratory system
Growth/development/behavior
Health and disease/immune system
Skeletal and muscular systems
Nervous and endocrine systems
Other
January 2014
2
Genetics
Mendelian genetics
Modern genetics
Inherited diseases
Biotechnology
Human genetics
Transcription and translation
Mutation
Meiosis
DNA, replication
Other
Evolution
Evidence for evolution
Lamarckian theories
Modern evolutionary theory
Life origin theories
Human evolution
Classification
Causes
Natural selection (evolutionary adaptation & variation)
Fossils
Viruses
Extinction
Other
Reproduction and Development
Mitotic and meiotic cell division
Asexual reproduction
Inherited traits
Reproduction and development in plants
Reproduction and development in animals
Reproduction and development in humans
Other
Ecology
Food webs, chains, pyramids
Competition and cooperation
Energy flow relationships
Biotic and abiotic factors
Ecological succession
Ecosystems
Population dynamics
Environmental chemistry
Trophic State
Niche populations
Bio-geo-chemical cycles
Matter cycle
Habitat
Symbiotics, Interrelationships
Other
K-12 Science Taxonomy
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410
1411
1412
1413
1414
1415
1416
1417
1418
1600
1601
1602
1603
1604
1605
1606
1607
1608
1609
1610
1611
1612
1613
1690
1700
1701
1702
1703
Energy
Potential energy
Kinetic energy
2
Energy & Matter, E=MC
Heat energy and transfer
Light energy
Sound energy
Laws of thermodynamics and entropy
Work and energy
Mechanical energy and machines
Nuclear energy
General and special relativity
Transformation of energy
Power
Chemical energy
Electrical energy
Field stores/field energy
Phase changes
Solar/wind/alternative energy sources
1419
1490
1500
1501
1502
1503
1504
1505
1506
1507
1508
1509
Energy efficiency/conservation
Other
1510
1511
1512
1513
1514
1515
1516
1517
1518
1590
Equilibrium
Friction
Gravity
Types of force (e.g. mechanical, nuclear, weak, field)
Buoyancy
Torque
Hydraulics and fluid pressure
Relationship of mass & force
Field force effects
Other
1704
1705
1706
1707
1790
1800
1801
1802
1803
1804
1805
1806
1807
1808
1890
Motion & Forces
Vector and scalar quantities
Displacement as a vector quantity
Velocity as a vector quantity
Relative position and velocity
Acceleration
Newton's First Law
Newton's Second Law
Newton's Third Law
Momentum, impulse, and conservation
January 2014
3
Electricity
Static electricity (production, transfer, and distribution)
Coulomb's Law
Electric fields
Current electricity
Current, voltage, and resistance
Series and parallel circuits
Magnetism
Effects of interacting fields
Conductors and insulators
Electromagnetism and electrical production
Transformation to other forms
Conservation of charge
Electrochemistry
Other
Waves
Characteristics and behavior
Visible light (direction /speed/transformation)
Non-visible light/electromagnetic spectrum (e.g.
ultraviolet, infrared)
Sound (e.g. direction, speed, transformation)
Earthquakes, tsunamis, and ocean waves
Radio waves
Frequency and amplitude
Other
Kinetics, Equilibrium & Thermodynamics
Molecular motion
Pressure
Kinetics and temperature
Equilibrium
Reaction rates
Gas Laws
Relationship between Velocity, Temperature, Pressure
Hydraulics/fluid pressure
Other
K-12 Science Taxonomy
1900
1901
1902
1903
1904
1905
1906
1907
1908
1909
1910
1911
1912
1913
1914
1915
1916
1917
1990
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2090
2100
2101
2102
2103
2104
2105
2106
2107
2108
2109
2110
2111
2112
2113
2190
2200
2201
2202
2203
2204
2205
2206
2207
2208
2290
2300
2301
2302
2303
2304
2390
2400
2401
2402
2403
2404
2405
2406
2407
2408
2409
2410
2411
2412
2490
2500
2501
2502
2503
2504
2505
2506
2507
2508
2509
2590
2600
2601
2602
2603
2604
Properties of Matter
Characteristics and composition
Elements, molecules, atoms, particles, compounds
States of matter (S-L-G-P)
Solutions and mixtures
Physical and chemical changes
Physical and chemical properties
Isotopes, atomic number, and atomic mass
Photons and spectra
Atomic theory
Quantum theory and electron clouds
Conservation of mass and energy
Subatomic particles
Gas laws
Atomic structure
Matter cycles
Natural and synthetic materials
Properties of water
Other
Earth Systems
Earth's shape, dimension, and composition
Earth's origins and history
Maps, locations, and scales
Measuring using relative and absolute time
Mineral and rock formations and types
Erosion, weathering, deposition
Plate tectonics
Formation of: volcanoes, earthquakes, and mountains
Topography (landforms)
Dynamics and energy transfer
Oceanography
Hydrologic Cycle
Soil Characteristics and Formation
Movement of water - percolation
Stratigraphy/sedimentation
Fossils
Other
Astronomy
Stars
Galaxies
Origins of the universe
Asteroids, comets, meteoroids
The solar system
The Moon
The Earth's motion: rotation and revolution
Relationship of Earth, moon, and sun
Location, navigation, and time
Shadows & sun's location
Planets
Other objects in the universe
Cosmological theories
Other
January 2014
2605
2606
2607
2690
4
Meteorology
The Earth's atmosphere
Air pressure and winds
The water cycle
Weather (daily and seasonal weather)
Climate
Humidity
Runoff ground water
Flooding
Other
Elements and The Periodic System
Early classification system(s)
Modern periodic table
Interaction of elements
Element characteristics (families and periods)
Other
Chemical Formulas & Reactions
Names, symbols, and formulas
Molecular and empirical formulas
Representing chemical change
Balancing chemical equations
Stoichiometric relationships
Oxidation-reduction reactions
Chemical bonds
Electrochemistry
The Mole
Types of reactions
Ionization
Qualitative chemical analysis
Other
Acids, Bases, and Salts
Arrhenius/Bronsted-Lowry/Lewis Theories
Naming acids
Acid/Base behaviors and strengths
Salts
pH
Hydrolysis
Buffers
Indicators
Titration
Other
Organic Chemistry
Hydrocarbons, alkenes, alkanes, and alkynes
Aromatic hydrocarbons
Isomers and polymers
Aldehydes, ether, ketones, esters, alcohols, and organic
acids
Organic reactions
Carbohydrates, proteins, and lipids
Nucleic acids
Other
K-12 Science Taxonomy
2700
2701
2702
2703
2704
2705
2706
2790
2800
2801
2802
2803
2804
2805
2890
Nuclear Chemistry
Nuclear structure
Nuclear equations
Fission
Radioactivity
Half-life
Fusion
Other
January 2014
5
Freshwater science (Limnology)
Run-off
Pollution
Water quality
Trophic states
Citizen action
Other
K-12 Science Taxonomy
Cognitive Demand Categories for Science
B
C
D
E
F
Memorize Facts
Definitions, Formulas
Perform Procedures
Communicate
Understanding of
Science Concepts
Analyze Information
Apply Concepts / Make
Connections
Recite basic science facts
Make observations
Explain concepts
Classify and compare data
Use and integrate science
concepts
Recall science terms and
definitions
Collect and record data
Observe and explain teacher
demonstrations
Analyze data,
recognize patterns
Apply and adapt
science information to
real-world situations
Recall scientific formulas
Make measurements,
do computations
Explain
procedures
and methods of science
and inquiry
Generate questions, make
predictions
Extend science concepts to
novel situation
Plan and design simple
experiments
Organize and display data in
tables and charts
Infer from data
Apply science ideas outside
the context of science
Test effects of different
variables
Provide an evidencebased argument
Draw conclusions
Formulate or revise a
hypothesis based on data
Complex classification
Plan and design complex
experiments
Use appropriate tools
Execute
Model complex concepts
procedures Simple
Build or revise theory
Classification Create
October 2013
7
K-12 English Language Arts/Reading Taxonomy
K-12 ELA/Reading Content Areas
100 Phonemic awareness
1000 Elements of Presentation (Verbal and Written)
200 Phonics
1100 Writing applications
300 Vocabulary
1200 Language Study
400 Text and print features
1300 Listening and Viewing
500 Fluency
1400 Speaking and Presenting
600 Comprehension
1500 Forms of Text
700 Critical Reasoning
1600 Genre (fiction or non-fiction)
800 Author's craft
1700 Sources of Text
900 Writing processes
1800 Choice
Other Coding Conventions
Topics:
0
All
999 Out of Subject Area
Cognitive Demands:
B
Memorize/Recall
C
Perform Procedures
D
Generate/Create
E
Analyze/Investigate
F
Evaluate/Integrate
Z
Non-Specific Cognitive Demand
101
102
103
104
105
106
107
108
190
200
201
202
203
204
205
206
207
208
209
210
211
290
300
301
302
303
304
305
306
307
308
309
310
311
390
400
401
402
403
404
405
406
407
408
409
490
Phoneme isolation(e.g.,the distinct sounds /c/,/a/,and /t/ )
Phoneme blending (e.g., c/a/t = cat)
Phoneme segmentation
Onset-rime
Sound patterns
Rhyme recognition
Phoneme deletion, substitution, and addition
Identify Syllables
Other
Phonics
Alphabetic principle (includes alphabet recognition
and order)
Consonants
Consonant blends
Consonant digraphs (e.g., ch, sh, th, etc.)
Diphthongs (e.g., oi, ou, ow, oy [as in "boy"], etc.)
R-controlled vowels (e.g., farm, torn, turn, etc.)
Patterns within words
Vowel letters (a, e, i, o, u, y)
Vowel phonemes (15 sounds)
Sound and symbol relationships
Blending sounds
Other
Vocabulary
Compound words and contractions
Inflectional forms (e.g., -s, -ed, -ing)
Suffixes, prefixes, and root words
Word definitions (including new vocabulary)
Word origins
Synonyms, antonyms, homonyms
Word or phrase meaning from context
Denotation and connotation
Analogies
Sight words
Use of references
Other
Text and print features
Book handling
Directionality; sequence of text
Parts of a book (e.g., cover, title, front, back)
Letter, word, and sentence distinctions
Structural elements (e.g., index, glossary, table of
contents, subtitles, and headings)
Graphical elements (e.g., graphs, charts, images,
illustrations)
Technical elements (e.g., bullets, instructions, forms,
sidebars)
Electronic elements (e.g., hypertext links, animations)
Environmental print, i.e. prints or symbols found in
students' everyday environment
Other
Date Revised 8/30/07
501 Prosody (e.g., phrasing, intonation, and inflection)
502 Automaticity of words and phrases (e.g. sight and
decodable words)
503 Speed and pace
504 Accuracy
505 Independent reading (e.g. repeated/silent reading for
fluency)
590 Other
600 Comprehension
601 Word meaning from context
602 Phrase
603 Sentence
604 Paragraph
605 Main idea(s), key concepts, and sequence(s) of events
606 Descriptive elements (e.g., detail, color, condition)
607 Narrative elements (e.g., events, characters, setting,
and plot)
608 Persuasive elements (e.g. propaganda, advertisement,
and emotional appeal)
609 Expository or informational elements (e.g.,
explanation, lists, and organizational patterns such as
description, cause-effect, and compare-contrast)
610 Technical elements (e.g., bullets, instruction, form,
sidebars, etc.)
611 Electronic elements (e.g., hypertext links, animations)
612 Strategies (e.g., activating prior knowledge,
questioning; making connections, predictions;
inference, imagery, summarization, re-telling)
613 Self-correction strategies (e.g., monitoring, cueing
systems, and fix-up)
614 Metacognitive processes (e.g., reflecting about one's
thinking)
615 Interpreting maps, graphs, charts
616 Test-taking strategies
690 Other
1 of 3
701
702
703
704
705
706
707
708
709
710
711
790
800
801
802
803
804
805
806
807
808
890
900
901
902
903
904
905
906
907
990
Fact and opinion
Appealing to authority, reason, or emotion
Validity and significance of assertion or argument
Relationships among purpose, organization, format,
and meaning in text
Author's assumptions or bias
Comparison of topic, theme, treatment, scope, or
organization across texts
Inductive/deductive approaches (e.g., making
inferences and drawing conclusions from texts)
Logical reasoning in text (e.g. implications, authors'
rationale, development of argument, etc.)
Textual evidence and/or use of references to support
Drawing meaning from allegory and myth
Distinguishing real from fantastical events in literature
Other
Author's craft
Theme/thesis
Purpose (e.g., inform, perform, critique, or appreciate)
Characteristics of genre and forms
Point of view (e.g., first or third person, multiple
perspectives, etc.)
Literary devices (e.g., analogy, simile, metaphor,
hyperbole, flashbacks, structure, and archetypes)
Literary analysis (e.g., symbolism, voice, style, tone,
and mood)
Influence of time and place on authors and texts (e.g.,
historical era or culture)
Aesthetic aspects of text (e.g. dramatic or poetic
elements)
Other
Writing processes
Printing, cursive writing, and penmanship
Pre-writing (e.g., essential questions, topic selection,
brainstorming, etc.)
Drafting and revising
Editing for conventions (e.g., usage, spelling, and
structure)
Manuscript conventions (e.g., indenting, margins,
citations, references, etc.)
Final draft and publishing
Use of technology (e.g., word processing, multimedia,
etc.
Other
1001
1002
1003
1004
1005
1006
1007
1008
1090
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1190
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211
1290
1300
1301
1302
1303
1304
1305
1306
1307
1308
1390
Date Revised 8/30/07
Purpose, audience, and context
Main ideas
Organization
Word choice
Support and elaboration
Style, voice, technique, and use of figurative language
Writing Conventions (e.g. capitalization, punctuation,
indentation, citation, etc.)
Transitional Devices
Other
Writing applications
Narrative (e.g., stories, fiction, and plays)
Poetry
Expository (e.g., report, theme, essay, etc.)
Critical/evaluative (e.g., review)
Expressive (e.g., journals or reflections)
Persuasive (e.g., editorial, advertisement,
argumentative)
Procedural (e.g., instructions, brochure, lab report)
Technical(e.g., manuals, specifications, research
Real world applications of writing (e.g., resumes,
letters to editor, note taking)
Other
Language Study
Syllabication
Spelling
Capitalization and punctuation
Signs and symbols (e.g., semiotics)
Syntax and sentence structure
Grammatical analysis
Standard and non-standard language usage
Linguistic knowledge (including dialects and diverse
forms)
History of language
Relationships of language forms, contexts, and
purposes (e.g., rhetoric and semantics)
Effects of race, gender, ethnicity on language and
language use
Other
Listening and Viewing
Listening
Viewing
Nonverbal communication
Consideration of others' ideas
Similarities/differences of print, graphic, and nonprint
communications
Literal and connotative meanings
Diction, tone, syntax, convention, rhetorical structure
in speech
Media-supported communication
Other
2 of 3
1401 Public speaking and oral presentation
1402 Diction, tone, syntax, convention, and rhetorical
structure in speech
1403 Demonstrating confidence
1404 Effective nonverbal skills(e.g., gesture, eye contact, etc .)
1405 Knowledge of situational and cultural norms for
expression
1406 Conversation and discussion (e.g., Socratic seminars,
literature circles, and peer discussion)
1407 Debate and structure of argument
1408 Dramatics and creative interpretation
1409 Media-supported communication
1410 Selecting presentation format
1411 Interviewing
1490 Other
1500 Forms of Text
1501 Myths, tales, fables, or epics
1502 Short stories
1503 Novels (including chapter books)
1504 Picture books
1505 Drama
1506 Poetry
1507 Public documents
1508 Consumer, technical, and business writing (e.g.,
manuals, how-to texts, ads, memos)
1509 Newspaper or magazine articles
1510 Speeches
1511 Essays
1512 Criticism and commentary
1513 Historical accounts
1514 Biography and autobiography
1515 Content area materials
1590 Other
Date Revised 8/30/07
1601
1602
1603
1690
1700
1701
1702
1703
1704
1705
1706
1707
1708
1709
1790
1800
1801
1802
1803
1890
Traditional literature
Contemporary literature
Multicultural literature
Other
Sources of Text
Basic readers
Anthologies
"Leveled" books
Textbooks
Children's trade books
Young adult trade books
Other supplementary texts
Periodicals
Non-print media
Other
Choice
Teacher assigned
Class or group choice
Individual student choice
Other
3 of 3
Cognitive Demand Categories for English Language Arts / Reading
B
C
D
E
F
Memorize / Recall
Perform Procedures /
Explain
Generate / Create /
Demonstrate
Analyze / Investigate
Evaluate/Integrate
Reproduce sounds or words Follow instructions
Create /
develop connections
among text, self, world
Categorize / schematize
information
Provide facts, terms,
definitions, conventions
Recognize relationships
Distinguish fact and opinion
Assess adequacy,
appropriateness, credibility
Locate literal answers in text Check consistency
Dramatize
Compare and contrast
Test conclusions,
hypotheses
Identify relevant information
Summarize
Order, group, outline,
organize ideas
Identify with another's point Synthesize content
and ideas from several
of view
sources
Describe
Identify purpose,
main ideas,
organizational patterns
Express new ideas
(or express ideas
newly)
Make inferences, draw
conclusions
Give examples
Determine
relevance, coherence
,
internal consistency,
logic
Integrate with other topics
and subjects
Predict probable
Gather information
Develop reasonable
alternatives
consequences
Generalize
Critique