SYNTHESIS
EVALUATION
RIGOR IS…
Work that requires students to work
at high levels of Bloom’s Taxonomy
combined with application to the
real world.
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Three Misconceptions of Rigor
• MORE – does not mean
more rigorous.
• DIFFICULT – increased
difficulty does not mean
increased rigor.
• RIGID – “all assignments are
due by… no exception.”
Dick Jones, Sr. Consultant ICLE
INCREASING RIGOR
6. Evaluation
Assimilation
of knowledge
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge/Awareness
Acquisition
of knowledge
1. Knowledge
list
name
identify
show
define
recognize
state
2.Comprehension
4. Analysis
Analyze
Organize
Deduce
Choose
Contrast
Compare
distinguish
5. Synthesis
design
hypothesize
support
write
report
discuss
plan
create
summarize
explain
paraphrase
interpret
describe
compare
paraphrase
differentiate
demonstrate
3. Application
solve
illustrate
calculate
use
interpret
relate
manipulate
apply
classify
6. Evaluation
evaluate
choose
estimate
judge
defend
criticize
justify
Why Do I Need To Know This??
Relevance is…
• From real life
• Heavily dependent upon prior life
experiences (just Google it)
• Age appropriate
• Rich enough to allow for pattern-seeking as
a means of identifying/creating meaning
• Used within the life of the learner
• Not involved in an external rewards system
because the brain is a self-congratulator if
meaning is present
Rigor/Relevance Framework
• The Rigor/Relevance framework is a fresh
approach to looking at curriculum
standards and assessment. It is based on
traditional elements of education yet
encourages movement to application of
knowledge instead of maintaining an
exclusive focus on acquisition of
knowledge.
• It is a “Tool” for educators to:
• Assess
• Create
• Implement
Misconceptions of Relevance
• COOL – relevance doesn’t
exclusively mean what the
students do for “fun”
• EXCLUSIVE – relevance
without rigor does not
ensure success.
Rigor/Relevance Framework
Quadrant C:
Quadrant D:
Activities are often
complex and require
students to come up
with solutions that
deepen understanding.
Learning experiences are
high in rigor and relevance
and require unique
solutions to unpredictable
problems.
Quadrant A:
Quadrant B:
Experiences focus on
recall or discovery of
basic knowledge.
Activities provide definite
opportunities for students to
apply knowledge, typically to
a real world problem.
6
5
4
3
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Copyright Lucey, 2008
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2
3
4
5
Rigor/Relevance Framework
6
5
4
Student
Thinks
Student
Thinks and
Works
Teacher
Works
Student
Works
3
2
1
Copyright Lucey, 2008
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2
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4
5
Rigor/Relevance Framework
Mathematics - Middle Level
C
R
I
G
O
R
High
D
Express probabilities
as fractions,
percents, or
decimals..
A
Low
Devise a scale to
test consumer
products and graph
data.
B
Plot the coordinates
for quadrilaterals
on a grid.
Make a scale
drawing of the
classroom.
Low
RELEVANCE
High
Rigor/Relevance Framework
Science - Elementary
D
C
R
I
G
O
R
High
Make diagrams of
animal life cycles.
B
A
Low
Design a zoo.
Make daily
observations of the
life cycle of a
selected species.
Create a field book about
organisms in local rivers.
Low
High
RELEVANCE
Rigor/Relevance Framework
Social Studies - Elementary
D
C
R
I
G
O
R
High
Contrast citizens’
Read story about survival
responsibilities under and brainstorm strategies
different forms of
for surviving a disaster
government.
(e.g., snowstorm, tornado).
B
A
Low
Memorize names,
locations and capital
cities of U.S. states.
Describe geographic and
climatic characteristics of
the local community.
Low
High
RELEVANCE
Rigor/Relevance Framework
English - Elementary
C
R
I
G
O
R
High
D
Brainstorm as many
words as possible to
describe an object.
B
A
Low
Create new words to
describe
phenomena or objects.
Memorize
spelling words.
Write a story about the
school using specific
words.
High
Low
RELEVANCE
Rigor/Relevance Framework
Science - Middle Level
D
C
R
I
G
O
R
High
Identify chemicals
dissolved in an
unknown solution.
B
A
Low
Collect data and make
recommendations
to address a community
environmental problem.
Construct models
of molecules.
Low
Collect data on dissolved
oxygen, hardness,
alkalinity, and
temperature in a stream.
RELEVANCE
High
Rigor/Relevance Framework
English - Middle Level
D
C
R
I
G
O
R
High
Analyze
commercials for fact
and opinion.
B
A
Low
Write directions for
assembling a product or
carrying out a procedure.
Locate information
in a technical
manual.
Assemble a product
following
written directions.
Low
High
RELEVANCE
Rigor/Relevance Framework
Art - Elementary
R
I
G
O
R
High
Low
C
D
Contrast painting
styles.
Express emotions and
feelings with color and
images.
A
B
Explain the
color wheel.
Create holiday
crafts/ornaments.
Low
High
RELEVANCE
Rigor/Relevance Framework
Music
C
R
I
G
O
R
High
D
Compare and
contrast different
musical styles.
B
A
Low
Compose a song.
Memorize
notes.
Perform musical piece
from memory.
Low
High
RELEVANCE
Rigor/Relevance Framework
Physical Education
D
C
R
I
G
O
R
High
Compare benefits of
different forms of
cardiovascular
exercise.
B
A
Low
Design an exercise
program for senior
citizens.
Acquire
fundamentals
of basketball
Play a baseball game
High
Low
RELEVANCE
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
Make diagrams of animal life
cycles.
Classify a group of similar
objects to create a
dichotomous key.
Research characteristics and
habits of insects.
Write a story describing the
movement of water through
municipal systems.
C
• Memorize names of planets
in the solar system.
• Demonstrate phases of the
moon.
• Match pictures of insects with
their names.
• Make a model of the layers of
the Earth’s atmosphere.
A
1
2
•
•
•
•
Design a plan for a zoo that
meets the needs of a variety of
animal species.
Set up an experiment to test life
length of batteries.
Research and write a field guide
for identifying local trees.
Build a simple device to
accomplish a task using string,
tape and rubber bands.
D
• Develop a food list for a space trip.
• Create a class book about the
animal and plant life in local rivers.
• Take photographs of insects to
describe characteristics and
behaviors.
• Study examples of paper airplanes
and then create one.
B
3
4
5
TJ Mears - ICLE - leadered.com
Quadrant A
• Memorize the names of planets in the solar
system.
• Demonstrate phases of the moon.
• Match pictures of insects with their names.
• Make a model of the layers of the Earth’s
atmosphere.
Quadrant B
• Develop a food list for a space trip.
• Create a class book about the animal and
plant life in local rivers.
• Take photographs of insects to describe
characteristics and behaviors.
• Study examples of paper airplanes and
then create one.
Quadrant C
• Make diagrams of animal life cycles.
• Classify a group of similar objects to create
a dichotomous key.
• Research characteristics and habits of
insects.
• Write a story describing the movement of
water through municipal systems.
Quadrant D
• Design a plan for a zoo that meets the
needs of a variety of animal species.
• Set up an experiment to test life length of
batteries.
• Research and write a field guide for
identifying local trees.
• Build a simple device to accomplish a task
using string, tape and rubber bands.