Raising Expectations
Part 1: High Quality Student Assignments
Ohio HSTW/MMGW Central/Southeast Region
South Point High School
November 5, 2008
Heather Boggs Sass
SREB/High Schools That Work
6155 Maxton Place
Worthington, Ohio 43085
614-847-5832
FAX: 614-847-6084
heather.sass@sreb.org
High Quality Student Assignments
Workshop Objectives
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Analyze progress on implementing high expectations at the classroom level
Develop a common understanding of high quality assignments and assessments
Analyze scoring guides and taxonomies that assess the level of challenge in assignments and
assessments
Analyze assessment items and assignments to determine their level of challenge
Learn to break a standard into its critical parts to determine what students need to know and be able to
do at various levels of challenge—basic, proficient, and advanced
Develop a plan to work collaboratively to raise the level of challenge in teacher assignments,
assessments, and student work
Agenda
8:00a.m.-8:30a.m.
Registration
8:30a.m.-8:45a.m.
Welcome and Introductions: Overview of High Expectations
Revisit the Key Practices of HSTW and MMGW and the importance of
raising expectations to the implementation of these models.
8:45a.m.-9:30a.m.
High Expectations: Where Are We And Where Would We Like to Be?
Review and evaluate progress toward indicators of high expectations. How
do the actions we are taking to raise classroom expectations compare to those
of high performing HSTW/MMGW sites?
9:30a.m.-10:15a.m.
What Do High Quality Assignments and Assessments Look Like?
Review criteria for high quality assignments and assessments. Review data
that illustrates the need to improve the quality of the level of work given to
students. Identify characteristics of the National Assessment of Education
Progress (NAEP) rubrics for basic, proficient, and advanced level work.
Compare these rubrics to Bloom’s Taxonomy of Objectives and Webb’s
Depths of Knowledge. Analyze sample standards from various content areas
and grade levels.
10:15a.m.-10:30a.m.
Break
10:30a.m.-11:30a.m.
Analyzing Assignments and Assessments
Use rubrics and taxonomies to assess the level of challenge in sample
assignments and assessments and suggest ways to move basic-level
assignments to the proficient or advanced levels.
11:30a.m.-12:15p.m.
Lunch
12:15p.m.-1:15p.m.
Developing High Quality Assignments and Assessments
Given sample standards, create examples of basic, proficient, and advanced
grade-level assignments and assessments for particular standards common to
many content areas (research, reading, writing, etc.).
1:15p.m.-2:00p.m.
Strategies for Engaging Teachers in Developing Quality Assignments
and Assessments
Examine strategies for engaging teachers in developing quality assignments
and assessments such as professional development, curriculum work,
protocols, walk-throughs, peer observations, action research and
instructional reviews. Learn how these tools and others support professional
growth.
2:00p.m.-2:45p.m.
Team Planning
Meet with team members, identify key ideas learned, and identify possible
action steps based on the information from the workshop. Identify actions to
be taken prior to the next workshop on January 27, 2009.
2:45p.m.-3:00p.m.
Team Sharing and Evaluation of the Workshop
3:00p.m.
Adjourn
High Quality Student Assignments
High Expectations
Where Are We and Where Would We Like To Be?
Place a checkmark in the column under the number that best describes your level of implementation for each
indicator.
1-Not Addressed 2-Planned 3-Early Stages of Implementation 4-Full Implementation
I. Clear Alignment to Standards
1
2
3
4
1
2
3
4
1. Each course has a defined set of standards that drive instruction
2.
3.
4.
5.
6.
7.
8.
9.
and assessment and learning goals are posted in the classroom on
a daily basis.
Courses are aligned horizontally (across different sections of the
same course) and vertically (across different grade levels) so that
instruction and assessments support all students in reaching
proficiency.
Common unit plans and/or pacing guides are developed to
support all students reaching proficiency on the standards.
Common assignments and assessments are used to measure the
standards in different sections of the same course.
Common rubrics have been developed to measure students’
proficiency on the standards.
Elements that make quality work (rubrics or scoring guides) in
relation to the standards are articulated or displayed.
Students can describe the criteria they are trying to meet or the
goal they are working to achieve.
Teachers work together to exchange and assess common student
work.
Teachers work together to analyze data from assignments and
assessments and determine ways to modify instruction to get
more students meeting standards.
 Why are some students meeting standards?
 Why is the performance of other students less adequate?
 What are we going to do about those students not meeting
standards?
II. Relevance and Connection to the Real World
1. Students are routinely asked to solve real-world problems and
make real-world connections in relation to the content of their
courses.
2. Students complete at least one project lasting a week or more in
each course that is tied to standards and related to a real-world
problem or task.
III. Communication of Expectations to Students and Parents
1
2
3
4
1. Common course syllabi have been developed that outline content
and assignments so that students and parents can see what
students are expected to master in each course.
2. The message has been conveyed that there is much important
work to be accomplished, that students are capable of doing it,
and that there will be support to help them accomplish it. This
message is conveyed consistently in a variety of situations and
communication opportunities, both oral and written, such as (fill
in strategies in use in your school):
IV. Assignments and Assessments That Will Provide Evidence of Proficiency
1
2
3
4
1
2
3
4
1. Assignments and assessments ask all students to work at the
proficient level (application and analysis levels of Bloom’s
Taxonomy of Objectives).
2. Standards that cross content areas, such as literacy and
numeracy, are integrated into the assignments and assessments.
3. Modifications are made for those students on an Individualized
Education Plans (IEP).
V. Quality of Expected Work
1. The message is conveyed that all students are capable of doing
quality work and that there will be support to help them
accomplish it.
2. Students are required to re-do work and/or given opportunities to
re-take assessments that are not proficient (A, B, C, and Not Yet)
to stress how important it is to reach proficiency in the standards.
3. There is an expectation that all students will turn in work and
specific consequences are in place that ensure students complete
assignments and assessments other than merely receiving a zero
for not turning anything in (The Power of I).
VI. Clear Grading Practices and Communication of Progress
1
1.
2.
3.
4.
5.
6.
7.
8.
2
3
4
2
3
4
Grading practices ensure that the grades given on assignments
and assessments and for each marking period reflect the degree to
which students have reached proficiency in the standards.
Each student clearly understands exactly what it takes to earn an
A or a B in the class in both the amount and quality of work.
Both formative and summative assessments are used to provide
feedback and help students measure their progress in meeting
standards.
There is a plan to regularly communicate—at least weekly—with
parents and students about the students’ progress.
There is a plan to involve parents in checking and responding to
student work.
Students receive feedback on their performance from the
teacher or their peers in ways that will help them reach
proficiency.
Consistent methods are used to determine marking period
grades.
Grade books are kept with evidence organized by the standards.
More recent evidence replaces out-of-date evidence rather than
being averaged together.
VII. Intervention and Opportunities for Extra Help
1
1. Students receive information on when, where, and how extra help
can be obtained and what the student must do to get it.
2. Adequate time and additional instruction is provided (without
penalty) for students to re-do work and/or re-take assessments
until the standards are met.
3. A standard procedure is used by all teachers when a student falls
below a “C” in a course (parent contact, student alert form,
prescribed extra help, conferences, and contracts for
improvement).
4. A comprehensive system of extra help provides time and
additional instruction for students who have fallen behind, need
to re-do work, and/or re-take assessments until the standards are
met.
Reflection
1.
What are your strengths in setting high expectations for students in the classroom
2.
Where are your areas for improvement?
What Do We Mean by High Quality Assignments and Assessments?
I.
Targeted Alignmnent to Standards
II.
Level of Cognitive Complexity
Below Grade Level
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Below Basic
Demonstrates only
surface
understanding
Can support ideas
by referring to
details in text
Can recall, observe,
question, or
represent facts or
simple skills or
abilities
Approaching Grade
Level*
Grade Level or Above*
Basic
Remember
information
Make simple
explanations,
inferences, and
interpretations
Answer who,
what, when,
where
Demonstrate a
rudimentary
understanding of
terminology,
concepts, and
principles that
underlie a field of
study
Recognize
relationships
presented in
verbal, algebraic,
or graphic forms
Process from
recall and
observation
Order and classify
text
Identify patterns,
relationships, and
main points
Construct
accurate
summaries
Proficient
Apply and analyze
information learned
Demonstrate ability
to go beyond the text
and explain,
generalize, connect
ideas, make
predictions,
inferences, draw
conclusions,
manipulate concepts
and apply to new uses
Use analytical skills,
draw reasonable
conclusions, or make
appropriate
conjectures or
inferences by
applying logical
reasoning on the
basis of partial or
incomplete
information
Defend ideas and to
give supporting
examples
Apply principles to
everyday situations
Judge and defend the
reasonableness of
answers or solutions
to problems that
routinely occur in the
real world or chosen
technical field
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Above Grade Level
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Advanced
Formulate
generalizations,
synthesize ideas, and
create models
through probing
examples and
counterexamples
Communicate ideas
and reasoning
through the use of
concepts, symbolism
and logical thinking
Design and apply
procedures to test or
solve complex, realworld problems
Make written
responses that are
thorough, thoughtful
and extensive
Evaluate and create
work
Demonstrate higher
order processing: take
information from one
source and apply to a
new task; generate
hypotheses; perform
complex analyses
Explain and evaluate
alternative
perspectives across
sources
What is Proficient in Reading?
Performance Level Descriptors 2008 HSTW Assessment
(Based on National Assessment of Educational Progress—NAEP)
Basic(12th Grade)
Students at the basic level demonstrate understanding of grade-level texts by being able
to identify relevant information, identify purpose, differentiate between fact and
opinion, and connect ideas across a text to make inferences. They recognize how
interpretations can be sustained or refuted on the basis of examples and specific
information presented in a text. They recognize the appropriate meaning of words and
phrases within the context of a passage. They demonstrate understanding of the way
organizational patterns, language, and graphical features are used to present
information.
They are able to enter postsecondary studies without needing additional preparation
and/or are able to pass the reading portion of most employer exams for entry-level jobs.
In uncomplicated texts, a student who scores in the Basic range should be able to:
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Bloom’s Taxonomy of
Objectives
Knowledge/Remembering
tell * list * describe * relate
locate * find * state * name
Comprehension/Understanding
explain * interpret * outline
discuss * distinguish * predict restate
* translate * compare describe
Identify a clear, main idea;
Identify a straightforward sequence of events;
Use explicit details to make predictions;
Recognize clear cause/effect relationships; and
Draw simple conclusions based on explicit evidence presented in the text .
Proficient (12th Grade)
Students at the proficient level demonstrate in-depth understanding of grade-level texts
by being able to infer main ideas, compare and contrast information in different parts of
a text, provide overall interpretations of a text’s meaning, and extend ideas in the text.
They recognize connections between ideas within a text, between ideas across different
texts, and between texts and real-life experiences. They make inferences and represent,
recognize or determine central themes and ideas based on an understanding of how
organizational patterns, language and graphical features are used.
They are able to enter reading-intensive postsecondary studies and/or are able to pass
the reading portion of most employer exams for specialized jobs.
In uncomplicated texts, a student who scores in the Proficient range should be able to:
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Order a sequence of events in text, with interruptions such as flashbacks;
Identify the author’s unstated position;
Determine how the author uses figurative language to convey meaning;
Make generalizations, predictions, and conclusions based on evidence presented in the text; and
Application/Applying
solve * show * use * illustrate
calculate * construct * complete *
examine * classify
Analysis/Analyzing
analyze * distinguish
examine * compare * contrast
investigate * categorize
identify * explain * separate
advertise
Identify the author’s point of view.
Advanced (12th Grade)
Students at the advanced level are able to integrate ideas in a text, explain causal
relationships, and evaluate information and organizational features. They use context to
determine the most appropriate meaning of words, phrases, and technical language.
They analyze abstract text ideas to provide specific and extensive support for
generalizations, evaluations, and interpretations of the text. They analyze how authors
develop themes and central ideas.
They are able to enter advanced postsecondary studies requiring intensive reading and
comprehension of complex materials and/or are able to pass the reading portion of most
employer exams for specialized career paths.
In more challenging texts, a student who scores in the Advanced range should be able
to:
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Infer mood or tone;
Identify the relationship between the graphical elements and the text;
Evaluate a nonfictional character’s motivations and decisions;
Identify irony and sarcasm;
Evaluate strength and quality of evidence used to support a position;
Identify relationships among elements (e.g., people, ideas, setting) of the text; and
Compare and contrast the authors’ points of view in two separate passages.
Synthesis/Creating
create * invent *compose
predict * plan * construct
design * imagine * improve
propose * devise * formulate
Evaluation/Evaluating
judge * select * choose
decide * justify * debate
verify * argue * discuss
determine * prioritize
What is Proficient in Mathematics?
Performance Level Descriptors 2008 HSTW Assessment
(Based on National Assessment of Educational Progress—NAEP)
Basic(12th Grade)
Bloom’s Taxonomy of
Objectives
Students at the basic level have factual and conceptual mathematical knowledge and are
able to solve problems that require direct application of learned concepts and
procedures. They can perform procedures and computations involving the real number
system, algebra, descriptive statistics and probability. They recall and use basic
geometric properties and measurement conventions.
They are able to enter non-mathematics intensive postsecondary studies without needing
additional preparation and/or are able to pass the mathematics portion of most employer
exams for entry-level jobs.
A student who scores in the basic range should be able to:
 Number Sense: Apply arithmetic procedures and properties involving rational
numbers to solve simple one- or two-step word problems; to compare and order
rational numbers; and to extend simple numeric patterns.
 Measurement: Apply measurement principles (e.g., length, area, volume, time)
using appropriate units and convert within and between metric and standard
systems of measurement.
 Geometry: Use a variety of geometric properties (i.e., properties of triangles and
quadrilaterals, lines of symmetry, Pythagorean theorem, properties of congruency)
and two-dimensional representations of three-dimensional objects to solve simple
problems; calculate simple relationships in the coordinate plane (i.e., distance
between two points, midpoint of a line segment, slope of a line).
Knowledge/Remembering
tell * list * describe * relate
locate * find * state * name
Comprehension/Understanding
explain * interpret * outline
discuss * distinguish * predict restate *
translate * compare describe
Proficient (12th Grade)
Students at the proficient level are able to use multiple mathematical ideas or strategies
and apply, integrate, and connect skills across the various strands of mathematics. They
demonstrate an understanding of complex mathematical concepts. They are able and use
analysis techniques and critical thinking to solve mathematical problems.
They are able to enter mathematics- intensive postsecondary studies and/or are able to
pass the mathematics portion of most employer exams for specialized jobs.
A student who scores in the proficient range should be able to:
 Number Sense: Apply arithmetic and algebraic procedures involving real numbers
to solve multi-step problems and to evaluate reasonableness of answers.
 Measurement: Use trigonometric ratios to solve problems involving right triangles;
determine the effect of proportions and scaling on length, area, and volume;
construct and solve problems involving scale drawings and proportional
relationships.
 Geometry: Apply geometric properties of angles, parallel lines, polygons, and
congruency and similarity of triangles to solve problems; use the Pythagorean
theorem to solve multi-step problems in two-dimensional space; solve problems
involving the coordinate plane (i.e., distance between two points, midpoint of a line
segment, slopes of parallel or perpendicular lines).
Application/Applying
solve * show * use * illustrate
calculate * construct * complete
examine * classify
Analysis/Analyzing
analyze * distinguish
examine * compare * contrast
investigate * categorize
identify * explain * separate
advertise
Mathematics Proficiency Levels (continued)
Advanced (12th Grade)
Students at the advanced level demonstrate a strong conceptual understanding of numbers
and algebra. They are able to apply algebra, geometry and advanced mathematics skills to
such tasks as formulating mathematical models, providing mathematical justifications,
analyzing similarities and differences, producing deductive arguments, and performing
multiple step procedures having multiple decision points. These students have the
knowledge and skills necessary to make important connections across mathematical strands
and between mathematics and other content applications in problem-solving and prediction
formulation.
They are able to enter advanced postsecondary studies requiring significant application of
mathematical concepts and principles and/or are able to pass the mathematics portion of
most employer exams for specialized career paths.
A student who scores in the advanced range should be able to:
 Number Sense: Give a mathematical argument to establish the validity of a simple
numerical property or relationship; solve multi-step problems involving compound
percentages.
 Measurement: Use trigonometric relationships to solve problems; determine the radian
measure of an angle and explain how radian measurement is related to a circle with a 1
unit radius.
 Geometry: Use Pythagorean theorem to solve problems in three-dimensional space;
interpret properties and prove theorems about congruent and similar triangles and
circles; represent two-dimensional figures algebraically using equations.
Synthesis/Creating
create * invent *compose
predict * plan * construct
design * imagine * improve
propose * devise * formulate
Evaluation/Evaluating
judge * select * choose
decide * justify * debate
verify * argue * discuss
determine * prioritize
What is Proficient in Science?
Performance Level Descriptors 2008 HSTW Assessment
(Based on National Assessment of Educational Progress—NAEP)
Basic(12th Grade)
Bloom’s Taxonomy of
Objectives
Students at the basic level demonstrate a fundamental understanding of terms and
concepts within the biological, chemical, physical, and earth and space sciences. They
understand factual and conceptual scientific knowledge; recognize processes of the
scientific method, demonstrate use of the method and/or explain how this method is used
in problem solving; collect and organize data; and read and interpret graphs, diagrams and
maps.
They are able to enter non-science-intensive postsecondary studies without needing
additional preparation and/or are able to pass the science portion of most employer exams
for entry-level jobs.
A student who scores in the basic range should be able to:
Matter
Knowledge/Remembering
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Describe the structure of the atom
Understand the arrangement of the Periodic Table
Solve simple chemical reactions in terms of reactants and products
Recognize the properties of matter
Recognize that symbols and formulas represent chemical substances
Energy
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Know the forms of energy and how energy is transferred and conserved
Solve equations to determine energy changes
Motion
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Explain the three types of motion
Identify the forces that affect motion
Recognize and use formulas to solve related problems
Structure and Function of Living Systems
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Discuss how cells and molecules are organized in living things
Distinguish between structure and function of proteins
Explain the relationship between structure and function
Discuss processes involved with cellular regulation
Explain how organisms interact and impact each other and the environment
tell * list * describe * relate
locate * find * state * name
Comprehension/Understanding
explain * interpret * outline
discuss * distinguish * predict restate
* translate * compare describe
Science Proficiency Levels (continued)
Proficient (12th Grade)
Students at the proficient level demonstrate understanding of terms and concepts within
the biological, chemical, physical, and earth and space sciences. They apply their
knowledge of the scientific method to new situations and can design and evaluate
scientific investigations. They can analyze data and create graphs, diagrams, and tables.
They are able to enter science-intensive postsecondary studies and/or are able to pass
the science portion of most employer exams for specialized jobs.
A student who scores in the proficient range should be able to:
Matter
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Use the Periodic Table to predict elements, reactivity, balance equations and solve multi-step
problems
Quantify chemical reactions in terms of reactants and products
Use the Periodic Table to explain characteristics of elements and predict chemical reactions
Use symbols and formulas to represent chemical reactions
Energy
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Analyze chemical equations in terms of energy changes (endothermic and exothermic)
Describe how electromagnetic waves are produced and used
Compare fission and fusion
Application/Applying
solve * show * use * illustrate
calculate * construct * complete
examine * classify
Analysis/Analyzing
analyze * distinguish
examine * compare * contrast
investigate * categorize
identify * explain * separate
advertise
Motion
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Analyze the relationship among force, mass and acceleration
Solve problems related to force, mass and acceleration
Structure and Function of Living Systems
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Recognize and explain levels of organization in living things
Describe how proteins function in cellular processes
Compare/contrast structures and functions in organisms
Research and present evidence of change over time
Advanced (12th Grade)
Students at the advanced level demonstrate an advanced understanding of terms and
concepts within the biological, chemical, physical, and earth and space sciences. They
have the ability to use their knowledge in complex practical situations. They use the
scientific method to design and conduct multiple-variable investigations. They can
apply statistics to analyze and interpret data and represent it in multiple ways.
They are able to enter advanced post-secondary studies requiring understanding of
complex concepts and processes and/or are able to pass the science portion of most
employer exams for specialized career paths.
A student who scores in the advanced range should be able to:
Matter
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Use technical vocabulary to relate physical properties to atomic and molecular structure
Use the Periodic Table to discuss physical and chemical properties, including reactivity of elements
Quantify complex chemical reactions in terms of reactants and products
Energy
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Quantify complex chemical reactions in terms of energy changes
Describe origin and uses of nuclear reactions
Motion
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Apply information on force, mass and acceleration to improve the efficiency and aerodynamics of a
vehicle
Solve complex problems related to force, mass and aerodynamics
Structure and Function of Living Systems
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Investigate structure and functions in organisms
Research health conditions related to protein or cellular defects
Design modifications that help an organism adapt to changing (abnormal) environmental conditions
Research and present scientific evidence of changes in an organism over time-as interrelationships
and interdependence change
Synthesis/Creating
create * invent *compose
predict * plan * construct
design * imagine * improve
propose * devise * formulate
Evaluation/Evaluating
judge * select * choose
decide * justify * debate
verify * argue * discuss
determine * prioritize
WHAT IS PROFICIENT IN READING?
National Assessment of Education Progress (NAEP) Descriptors
Example: READING
Basic(8th Grade)
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
tell * list * describe * relate * locate * find * state * name
Eighth-grade students performing at the Basic level should demonstrate a literal understanding of what they
read and be able to make some interpretations. When reading text appropriate to eighth grade, they should be
able to identify specific aspects of the text that reflect overall meaning, extend the ideas in the text by making
simple inferences, recognize and relate interpretations and connections among ideas in the text to personal
experience, and draw conclusions based on the text.
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish * predict
restate * translate * compare describe
Proficient (8th Grade)
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
Eighth-grade students performing at the Proficient level should be able to show an overall understanding of the
text, including inferential as well as literal information. When reading text appropriate to eighth grade, they
should be able to extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by
making connections to their own experiences—including other reading experiences. Proficient eighth-graders
should be able to identify some of the devices authors use in composing text.
solve * show * use * illustrate
calculate * construct * complete * examine * classify
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate * categorize * identify * explain * separate *
advertise
Advanced (8th Grade)
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
Eighth-grade students performing at the Advanced level should be able to describe the more abstract themes and
ideas of the overall text. When reading text appropriate to eighth grade, they should be able to analyze both
meaning and form and support their analyses explicitly with examples from the text; they should be able to
extend text information by relating it to their experiences and to world events. At this level, student responses
should be thorough, thoughtful, and extensive.
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise * formulate
EXTENDED THINKING OR REASONING
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
WHAT IS PROFICIENT IN WRITING?
National Assessment of Education Progress (NAEP) Descriptors
Example: Writing
Basic(8th Grade)
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
tell * list * describe * relate * locate * find * state * name
Students performing at the Basic level should be able to:
 demonstrate appropriate response to the task in form, content, and language;
 use some supporting details;
 demonstrate organization appropriate to the task; and
 demonstrate sufficient command of spelling, grammar, punctuation, and capitalization to
communicate to the reader.
Proficient (8th Grade)
Students performing at the Proficient level should be able to:
 create an effective response to the task in form, content, and language;
 express analytical, critical, and/or creative thinking;
 demonstrate an awareness of the purpose and intended audience;
 have logical and observable organization appropriate to the task;
 show effective use of transitional elements;
 use sufficient elaboration to clarify and enhance the central idea;
 use language (e.g., variety of word choice and sentence structure) appropriate to the task; and
 have few errors in spelling, grammar, punctuation, and capitalization that interfere with
communication.
Advanced (8th Grade)
Students performing at the Advanced level should be able to:

create an effective and elaborated response to the task in form, content, and language;

express analytical, critical, and/or creative thinking;

have well-crafted, cohesive organization appropriate to the task;

show sophisticated use of transitional elements;
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use varied and elaborated supporting details in appropriate, extended response;

begin to develop a personal style or voice;

demonstrate precise and varied use of language;

use a variety of strategies such as analogies, illustrations, examples, anecdotes, and figurative
language; and
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enhance meaning through control of spelling, grammar, punctuation, and capitalization.
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish *
predict * restate * translate * compare describe
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
solve * show * use * illustrate
calculate * construct * complete examine * classify
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate categorize * identify * explain * separate *
advertise
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise *
formulate
WHAT IS PROFICIENT IN MATH?
National Assessment of Education Progress (NAEP) Descriptors
Example: Mathematics
Basic(8th Grade)
Eighth-grade students performing at the Basic level should exhibit evidence of conceptual and procedural
understanding in the five NAEP content areas. This level of performance signifies an understanding of
arithmetic operations—including estimation—on whole numbers, decimals, fractions, and percents.
Eighth-graders performing at the Basic level should complete problems correctly with the help of structural
prompts such as diagrams, charts, and graphs. They should be able to solve problems in all NAEP
content areas through the appropriate selection and use of strategies and technological tools—including
calculators, computers, and geometric shapes. Students at this level also should be able to use fundamental
algebraic and informal geometric concepts in problem solving.
As they approach the Proficient level, students at the Basic level should be able to determine which of the
available data are necessary and sufficient for correct solutions and use them in problem solving. However,
these eighth-graders show limited skill in communicating mathematically.
Proficient (8th Grade)
Eighth-grade students performing at the Proficient level should apply mathematical concepts and procedures
consistently to complex problems in the five NAEP content areas.
Eighth-graders performing at the Proficient level should be able to conjecture, defend their ideas, and give
supporting examples. They should understand the connections between fractions, percents, decimals, and
other mathematical topics such as algebra and functions. Students at this level are expected to have a thorough
understanding of Basic level arithmetic operations—an understanding sufficient for problem solving in
practical situations.
Quantity and spatial relationships in problem solving and reasoning should be familiar to them, and they
should be able to convey underlying reasoning skills beyond the level of arithmetic. They should be able to
compare and contrast mathematical ideas and generate their own examples. These students should make
inferences from data and graphs; apply properties of informal geometry; and accurately use the tools of
technology. Students at this level should understand the process of gathering and organizing data and be able
to calculate, evaluate, and communicate results within the domain of statistics and probability.
Advanced (8th Grade)
Eighth-grade students performing at the Advanced level should be able to reach beyond the recognition,
identification, and application of mathematical rules in order to generalize and synthesize concepts and
principles in the five NAEP content areas.
Eighth-graders performing at the Advanced level should be able to probe examples and counterexamples in
order to shape generalizations from which they can develop models. Eighth-graders performing at the
Advanced level should use number sense and geometric awareness to consider the reasonableness of an
answer. They are expected to use abstract thinking to create unique problem-solving techniques and explain
the reasoning processes underlying their conclusions.
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
tell * list * describe * relate * locate * find * state * name
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish *
predict * restate * translate * compare describe
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
solve * show * use * illustrate
calculate * construct * complete examine * classify
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate categorize * identify * explain * separate *
advertise
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise *
formulate
EXTENDED THINKING OR REASONING,
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
WHAT IS PROFICIENT IN SCIENCE?
National Assessment of Education Progress (NAEP) Descriptors
Example: SCIENCE
Basic(8th Grade)
Students performing at the basic level have some elementary factual and conceptual knowledge of various
areas in science. Skills include reading and interpreting a graph or diagram as well as estimating distance on a
map using a scale. Students recognize the elements of the scientific method, such as appropriate experimental
conditions, and understand that scientific theory is founded on experimental observations and predictions that
are testable.
At the basic level students are familiar with fundamental terms and concepts. For example, in life science,
they know fundamental biological terms; can identify biological structures in a diagram; can recognize basic
functions of structures in living systems; and recognize evidence of change over time. In physical science,
students know basic terminology related to matter and recognize that symbols and formulas represent
chemical substances. They can identify principles of physical science, such as the laws of motion, and
recognize the implications of simple concepts such as density and optical reflection. In earth science, students
can estimate distance on a map using a scale, recognize geological formations, and provide a partial
description of basic processes taking place within Earth’s systems, such as the water cycle.
Proficient (8th Grade)
Students performing at the Proficient level demonstrate some of the knowledge and reasoning required for
understanding of the Earth, physical, and life sciences at a level appropriate to grade 8. For example, they can
carry out investigations and obtain information from graphs, diagrams, and tables. In addition, they
demonstrate some understanding of concepts relating to the solar system and relative motion. Students at this
level also have a beginning understanding of cause-and-effect relationships.
Eighth-grade students performing at the Basic level are able to observe, measure, collect, record, and compute
data from investigations. They can read simple graphs and tables and are able to make simple data
comparisons. These students are able to follow directions and use basic science equipment to perform simple
experiments. In addition, they have an emerging ability to design experiments.
Students at this level have some awareness of causal relationships. They recognize the position of planets and
their movement around the sun and know basic weather-related phenomena. These students can explain
changes in position and motion such as the movement of a truck in relation to that of a car. They also have
emerging understanding of the interrelationships among plants, animals, and the environment.
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
tell * list * describe * relate * locate * find * state * name
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish *
predict * restate * translate * compare describe
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
solve * show * use * illustrate
calculate * construct * complete examine * classify
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate categorize * identify * explain * separate *
advertise
WHAT IS PROFICIENT IN SCIENCE? (con’t.)
Advanced (8th Grade)
Students performing at the Advanced level demonstrate a solid understanding of the Earth, physical, and life
sciences as well as the abilities required to apply their understanding in practical situations at a level
appropriate to grade 8. For example, students can perform and critique the design of investigations, relate
scientific concepts to each other, explain their reasoning, and discuss the impact of human activities on the
environment.
Eighth-grade students performing at the Advanced level are able to provide an explanation for scientific
results. They have a modest understanding of scale and are able to design a controlled experiment. These
students have an understanding of models as representations of natural systems and can describe energy
transfer in living and nonliving systems.
Students at this level are able to understand that present physical clues, including fossils and geological
formations, are indications that the Earth has not always been the same and that the present is a key to
understanding the past. They have a solid knowledge of forces and motions within the solar system and an
emerging understanding of atmospheric pressure. These students can recognize a wide range of physical and
chemical properties of matter and some of their interactions and understand some of the properties of light and
sound. Also, they can infer relationships between structure and function. These students know the difference
between plant and animal cells and can apply their knowledge of food as a source of energy to a practical
situation. In addition, they are able to explain the impact of human activities on the environment and the
economy.
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise *
formulate
EXTENDED THINKING OR REASONING,
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
WHAT IS PROFICIENT IN GEOGRAPHY?
National Assessment of Education Progress (NAEP) Descriptors
Example: GEOGRAPHY
Basic(8th Grade)
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
Students should possess fundamental knowledge and vocabulary of concepts relating to patterns,
relationships, distance, directions, scale, boundary, site, and situation; solve fundamental locational questions
using latitude and longitude; interpret simple map scales; identify continents and their physical features,
oceans, and various cities; respond accurately to descriptive questions using information obtained by use of
visual and technological tools such as geographic models and/or translate that information into words; explain
differences between maps and globes; and find a wide range of information using an atlas or almanac.
Students should be able to recognize and illustrate the relationships that exist between humans and their
environments, and provide evidence showing how physical habitat can influence human activity. They should
be able to define a region and identify its distinguishing characteristics. Finally, they should be able to
demonstrate how the interaction that takes place between and among regions is related to the movement of
people, goods, services, and ideas.
tell * list * describe * relate * locate * find * state * name
Proficient (8th Grade)
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
Students should possess a fundamental geographic vocabulary; understand geography's analytical concepts;
solve location questions requiring integration of information from two or more sources, such as atlases or
globes; compare information presented at different scales; and identify a wide variety of physical and cultural
features and describe regional patterns. Students should be able to respond accurately to interpretive questions
using geography's visual and technological tools and translate that information into patterns; identify
differences in map projections and select proper projections for various purposes; and develop a case study
working with geography's analytical concepts. In addition, students should be able to describe the physical
and cultural characteristics of places; explain how places change due to human activity; and explain and
illustrate how the concept of regions can be used as a strategy for organizing and understanding Earth's
surface. Students should be able to analyze and interpret databases and case studies as well as use information
from maps to describe the role that regions play in influencing trade and migration patterns and cultural and
political interaction.
Advanced (8th Grade)
Students should have a command of extensive geographic knowledge, analytical concepts, and vocabulary; be
able to analyze spatial phenomena using a variety of sources with information presented at a variety of scales
and show relationships between them; and use case studies for special analysis and to develop maps and other
graphics. Students should be able to identify patterns of climate, vegetation, and population across Earth's
surface and interpret relationships between and among these patterns, and use one category of a map or aerial
photograph to predict other features of a place such as vegetation based on climate or population density
based on topographic features. Students should also be able to relate the concept of region to specific places
and explain how regions change over time due to a variety of factors. They should be able to profile a region
of their own design using geographic concepts, tools, and skills.
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish *
predict * restate * translate * compare describe
solve * show * use * illustrate
calculate * construct * complete examine * classify
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate categorize * identify * explain * separate *
advertise
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise *
formulate
EXTENDED THINKING OR REASONING,
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
WHAT IS PROFICIENT IN CIVICS?
National Assessment of Education Progress (NAEP) Descriptors
Example: CIVICS
Basic(8th Grade)
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
tell * list * describe * relate * locate * find * state * name
Eighth-grade students performing at the Basic level should have some understanding of competing ideas about
purposes of government, and they should be able to describe advantages of limited government. They should
be able to define what is meant by government, constitution, the rule of law, and politics. These students
should be able to identify fundamental principles and values of American democracy, such as federalism, the
separation of powers, checks and balances, government by the consent of the governed, and individual rights.
They should understand that the Declaration of Independence and the United States Constitution including the
Bill of Rights and other Amendments are sources of these ideas. These students should be able to explain why
it is important that citizens share the values and principles expressed in the nation's core documents, and they
should understand functions of elections, political parties, and interest groups in a democratic society. They
should know that American citizenship is attained by birth or through naturalization. They should be able to
identify personal, political, and economic rights of Americans and should understand the responsibilities that
these rights imply. Finally, these students should be able to describe purposes of international organizations to
which the United States belongs.
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish *
predict * restate * translate * compare describe
Proficient (8th Grade)
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
Eighth-grade students performing at the Proficient level should have a good understanding of
purposes that government should serve, and they should be able to explain why government should
serve those purposes. These students should understand differences between government and civil
society, and they should be able to explain the importance of the rule of law. They should be able to
point out ways in which ideals expressed in the nation's core documents differ from reality and to
identify ways in which these differences continue to be addressed. They should be able to explain
how and why legislative, executive, and judicial powers are separate, shared, and limited in the
American constitutional government, and they should understand how and why powers are divided
and shared between the national and state governments. They should be able to discuss ways that
citizens can use the political process to influence government. These students should be able to
provide simple interpretations of non-text based information, like maps, charts, tables, graphs, and
cartoons. Finally, these students should be able to describe events in the United States that have
influenced other nations, as well as events in other nations that have affected American policy.
solve * show * use * illustrate
calculate * construct * complete examine * classify
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate categorize * identify * explain * separate *
advertise
WHAT IS PROFICIENT IN CIVICS? (con’t.)
Advanced (8th Grade)
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
Eighth-grade students performing at the Advanced level should have a developed understanding of why civil
society plays a key role in maintaining a limited government and of the importance of the rule of law in civil
society and government. These students should be able to take positions on issues in which fundamental
values are in conflict--liberty and equality, individual rights and the common good, and majority rule and
minority rights, for example, and they should be able to defend their positions. They should be able to
evaluate results of past efforts to address discrepancies between American ideals and national reality and to
explain how citizens can monitor and influence local, state, and national government. These students should
understand how laws can achieve purposes of American constitutional government, such as promoting the
common good and protecting rights of individuals. They should understand how civic dispositions such as
civility, tolerance, and respect for law promote the healthy functioning of American constitutional democracy.
Finally, these students should understand the impact of American democracy on other countries, as well as the
impact of other countries on American politics and society.
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise *
formulate
EXTENDED THINKING OR REASONING,
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
WHAT IS PROFICIENT IN U.S. HISTORY?
National Assessment of Education Progress (NAEP) Descriptors
Example: US HISTORY
Basic(8th Grade)
Depth of Knowledge and Bloom’s Taxonomy
RECALL (Knowledge/Remembering)
tell * list * describe * relate * locate * find * state * name
Eighth-grade students performing at the Basic level should be able to identify and place in context a range of
historical people, places, events, ideas, and documents. They should be able to distinguish between primary
and secondary sources. They should have a beginning understanding of the diversity of the American people
and the ways in which people from a wide variety of national and cultural heritages have become part of a
single nation. Eighth-grade students at the Basic level should also have a beginning understanding of the
fundamental political ideas and institutions of American life and their historical origins. They should be able
to explain the significance of some major historical events.
REPRODUCTION
(Comprehension/Understanding)
explain * interpret * outline * discuss * distinguish *
predict * restate * translate * compare describe
REASONING/USING SKILLS AND
CONCEPTS (Application/Applying)
solve * show * use * illustrate
calculate * construct * complete examine * classify
Proficient (8th Grade)
Eighth-grade students performing at the Proficient level should be able to explain the significance of people,
places, events, ideas, and documents, and to recognize the connection between people and events within
historical contexts. They should understand and be able to explain the opportunities, perspectives and
challenges associated with a diverse cultural population. They should incorporate geographic, technological,
and other considerations in their understanding of events and should have knowledge of significant political
ideas and institutions. They should be able to communicate ideas about historical themes while citing
evidence from primary and secondary sources to support their conclusions.
Advanced (8th Grade)
Eighth-grade students performing at the Advanced level should recognize significant themes and movements
in history and begin to understand particular events in light of these themes and movements. They should have
an awareness of continuity and change over time and be able to draw relevant analogies between past events
and present-day situations. They should be able to frame questions about historical topics and use multiple
sources to develop historical generalizations and interpretations. They should be able to explain the
importance of historical themes, including some awareness of their political, social, and economic
dimensions.
COMPLEX OR STRATEGIC THINKING
(Analysis/Analyzing)
analyze * distinguish * examine * compare * contrast *
investigate categorize * identify * explain * separate *
advertise
EXTENDED THINKING OR REASONING
(Synthesis/Creating)
create * invent *compose * predict * plan * construct *
design * imagine * improve * propose * devise *
formulate
EXTENDED THINKING OR REASONING,
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
EXTENDED THINKING OR REASONING,
(Evaluation/Evaluating)
judge * select * choose * decide * justify * debate
verify * argue * discuss * determine * prioritize
The Cognitive Process Dimension of Anderson’s Taxonomy
“Knowing How”
Cognitive Processes
Examples
Remember—Produce the right information from memory
Recognize



Identify frogs in a diagram of different kinds of amphibians.
Find an isosceles triangle in your neighborhood.
Answer any true-false or multiple-choice questions.
Recall



Name three 19th century women English authors.
Write the multiplication facts.
Reproduce the chemical formula for carbon tetrachloride.
Understand—Make meaning from educational materials or experiences
Interpret



Translate a story problem into an algebraic equation.
Draw a diagram of the digestive system.
Paraphrase Lincoln’s Second Inaugural Address.
Exemplify



Draw a parallelogram.
Find an example of stream-of-consciousness style of writing.
Name a mammal that lives in our area.
Classify



Label numbers odd or even.
List the kinds of governments found in modern African nations.
Group native animals into their proper species.
Summarize


Make up a title for a short passage.
List the key points related to capital punishment that the Web site promotes.
Infer

Compare



Explain


Read a passage of dialogue between two characters and make conclusions about
their past relationship.
 Figure out the meaning of an unfamiliar term from the context.
 Look at a series of numbers and predict what the next number will be.
Explain how the heart is like a pump.
Write about an experience you have had that was like the pioneers moving west.
Use a Venn diagram to demonstrate how two books by Charles Dickens are
similar and different.
Draw a diagram explaining how air pressure affects the weather.
Provide details that justify why the French Revolution happened when and how it
did.
 Describe how interest rates affect the economy.
Apply—Use a procedure
Execute



Add a column of two-digit numbers.
Orally read a passage in a foreign language.
Pitch a baseball.
Implement



Design an experiment to see how plants grow in different kinds of soil.
Proofread a piece of writing.
Create a budget.
21
Analyze—Break a concept down into its parts and describe how the parts relate to the whole
Differentiate

Organize



Attribute

List the important information in a mathematical word problem and cross out the
unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
Place the books in the classroom library into categories.
Make a chart of often-used figurative devices and explain their effect.
Make a diagram showing the ways plants and animals in your neighborhood
interact with each other.
Read letters to the editor to determine the authors’ points of view about a local
issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their perspectives
on issues.
Evaluate—Make judgments based on criteria and standards
Check

Critique



Participate in a writing group, giving peers feedback on organization and logic of
arguments.
 Listen to a political speech and make a list of any contradictions within the
speech.
 Review a project plan to see if all the necessary steps are included.
Judge how well a project meets the criteria of a rubric.
Choose the best method for solving a complex mathematical problem.
Judge the validity of arguments for and against astrology.
Create—Put pieces together to form something new or recognize components of a new structure.
Generate

Plan



Make a storyboard for a multimedia presentation on insects.
Outline a research paper on Mark Twain’s views on religion.
Design a scientific study to test the effect of different kinds of music on hens’ egg
production.
Produce



Write a journal from the point of view of a confederate or union soldier.
Build a habitat for local water fowl.
Put on a play based on a chapter from a novel you’re reading.
Given a list of criteria, list some options for improving race relations in the
school.
 Generate several scientific hypotheses to explain why plants need sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels that address
both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
Source: Anderson, L.W., Drathwohl, D.R., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing. New York: Longman.
22
The Knowledge Dimension of Anderson’s Taxonomy
“Knowing What”
Factual Knowledge—Basic information
Knowledge of terminology
Vocabulary terms, mathematical symbols, musical notation, alphabet
Knowledge of specific details and
elements
Components of the Food Pyramid, names of congressional
representatives, major battles of WWII
Conceptual Knowledge—The relationships among pieces of a larger structure that make them function
together
Knowledge of classifications and
categories
Species of animals, different kinds of arguments, geological eras
Knowledge of principles and
generalizations
Types of conflict in literature, Newton’s Laws of Motion, principles of
democracy
Knowledge of theories, models, and
structures
Theory of evolution, economic theories, DNA models
Procedural Knowledge—How to do something
Procedure for solving quadratic equations, mixing colors for oil painting, serving a
Knowledge of subjectspecific skills and algorithms volleyball
Knowledge of subjectspecific techniques and
methods
Literary criticism, analysis of historical documents, mathematical problem-solving
methods
Knowledge of criteria for
determining when to use
appropriate procedures
Methods appropriate for different kinds of experiments, statistical analysis
procedures used for different situations, standards for different genres of writing
Metacognitive Knowledge—Knowledge of thinking in general and your thinking in particular
Strategic knowledge
Ways of memorizing facts, reading comprehension strategies, methods of planning a
Web site
Knowledge about cognitive
tasks, including appropriate
contextual and conditional
knowledge
Different reading demands of textbooks and novels; thinking ahead when using an
electronic database; differences between writing emails and writing business letters
Self-knowledge
Need for a diagram or chart to understand complex processes, better comprehension
in quiet environments, need to discuss ideas with someone before writing an essay
Source: Anderson, L.W., Drathwohl, D.R., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing. New York: Longman.
23
Depth-of-Knowledge Levels for Four Content Areas
Compared to Bloom’s Taxonomy
BLOOM’S TAXONOMY
KNOWLEDGE
“The recall of specifics and universals,
involving little more than bringing to mind
the appropriate material”
COMPREHENSION
“Ability to process knowledge on a
low level such that the knowledge
can be reproduced or communicated
without a verbatim repetition.”
APPLICATION
“The use of abstractions in
concrete situations.”
ANALYSIS
“The breakdown of a situation into
its component parts.”
SYNTHESIS AND EVALUATION
“Putting together elements & parts
to form a whole, then making value
judgments about the method.”
WEBB’S DEPTH OF KNOWLEDGE
Recall – Recall of a fact, information, or procedure
(e.g., What are 3 critical skill cues for the overhand
throw?)
Basic Application of Skill/Concept – Use of
information, conceptual knowledge, procedures, two
or more steps, etc. (e.g., Explain why each skill cue is
important to the overhand throw. “By stepping
forward you are able to throw the ball further.”)
Strategic Thinking – Requires reasoning, developing
a plan or sequence of steps; has some complexity;
more than one possible answer; generally takes less
than 10 minutes to do (e.g., Design 2 different plays
in basketball and explain what different skills are
needed and when the plays should be carried out.)
Extended Thinking – Requires an investigation; time
to think and process multiple conditions of the
problem or task; and more than 10 minutes to do nonroutine manipulations (e.g., Analyze 3 different tennis,
racquetball, and badminton strokes for similarities,
differences, and purposes. Then, discuss the
relationship between the mechanics of the stroke and
the strategy for using the stroke during game play.)
25
Webb’s Depth-of-Knowledge Levels
Reading
Level 1 requires students to receive or recite facts or to use simple skills or abilities. Oral reading that
does not include analysis of the text as well as basic comprehension of a text is included. Items require
only a shallow understanding of text presented and often consist of verbatim recall from text or simple
understanding of a single word or phrase. Some examples that represent but do not constitute all of
Level 1 performance are:
 Support ideas by reference to details in the text.
 Use a dictionary to find the meaning of words.
 Identify figurative language in a reading passage.
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response;
it requires both comprehension and subsequent processing of text or portions of text. Inter-sentence
analysis of inference is required. Some important concepts are covered but not in a complex way.
Standards and items at this level may include words such as summarize, interpret, infer, classify,
organize, collect, display, compare, and determine whether fact or opinion. Literal main ideas are
stressed. A Level 2 assessment item may require students to apply some of the skills and concepts that
are covered in Level 1. Some examples that represent but do not constitute all of Level 2 performance
are:
 Use context cues to identify the meaning of unfamiliar words.
 Predict a logical outcome based on information in a reading selection.
 Identify and summarize the major events in a narrative.
Level 3. Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond
the text; however, they are still required to show understanding of the ideas in the text. Students may be
encouraged to explain, generalize, or connect ideas. Standards and items at Level 3 involve reasoning
and planning. Students must be able to support their thinking. Items may involve abstract theme
identification, inference across an entire passage, or students’ application of prior knowledge. Items
may also involve more superficial connections between texts. Some examples that represent but do not
constitute all of Level 3 performance are:
 Determine the author’s purpose and describe how it affects the interpretation of a reading
selection.
 Summarize information from multiple sources to address a specific topic.
 Analyze and describe the characteristics of various types of literature.
Level 4. Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment
item at this level will probably be an extended activity, with extended time provided. The extended time
period is not a distinguishing factor if the required work is only repetitive and does not require applying
significant conceptual understanding and higher-order thinking. Students take information from at least
one passage and are asked to apply this information to a new task. They may also be asked to develop
hypotheses and perform complex analyses of the connections among texts. Some examples that
represent but do not constitute all of Level 4 performance are:
 Analyze and synthesize information from multiple sources.
 Examine and explain alternative perspectives across a variety of sources.
 Describe and illustrate how common themes are found across texts from different cultures.
26
Writing
Level 1 requires the student to write or recite simple facts. This writing or recitation does not include
complex synthesis or analysis but basic ideas. The students are engaged in listing ideas or words as in a
brainstorming activity prior to written composition, are engaged in a simple spelling or vocabulary
assessment or are asked to write simple sentences. Students are expected to write and speak using
Standard English conventions. This includes using appropriate grammar, punctuation, capitalization and
spelling. Some examples that represent but do not constitute all of Level 1 performance are:


Use punctuation marks correctly.
Identify Standard English grammatical structures and refer to resources for correction.
Level 2 requires some mental processing. At this level students are engaged in first draft writing or
brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning
to connect ideas using a simple organizational structure. For example, students may be engaged in notetaking, outlining or simple summaries. Text may be limited to one paragraph. Students demonstrate a
basic understanding and appropriate use of such reference materials as a dictionary, thesaurus, or web
site. Some examples that represent but do not constitute all of Level 2 performance are:



Construct compound sentences.
Use simple organizational strategies to structure written work.
Write summaries that contain the main idea of the reading selection and pertinent details.
Level 3 requires some higher level mental processing. Students are engaged in developing compositions
that include multiple paragraphs. These compositions may include complex sentence structure and may
demonstrate some synthesis and analysis. Students show awareness of their audience and purpose
through focus, organization and the use of appropriate compositional elements. The use of appropriate
compositional elements includes such things as addressing chronological order in a narrative or
including supporting facts and details in an informational report. At this stage students are engaged in
editing and revising to improve the quality of the composition. Some examples that represent but do not
constitute all of Level 3 performance are:



Support ideas with details and examples.
Use voice appropriate to the purpose and audience.
Edit writing to produce a logical progression of ideas.
Level 4. Higher-level thinking is central to Level 4. The standard at this level is a multi- paragraph
composition that demonstrates synthesis and analysis of complex ideas or themes. There is evidence of
a deep awareness of purpose and audience. For example, informational papers include hypotheses and
supporting evidence. Students are expected to create compositions that demonstrate a distinct voice and
that stimulate the reader or listener to consider new perspectives on the addressed ideas and themes. An
example that represents but does not constitute all of Level 4 performance is:

Write an analysis of two selections, identifying the common theme and generating a purpose
that is appropriate for both.
27
Mathematics
Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple procedure,
as well as performing a simple algorithm or applying a formula. That is, in mathematics a one-step,
well-defined, and straight algorithmic procedure should be included at this lowest level. Other key
words that signify a Level 1 include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such
as “describe” and “explain” could be classified at different levels depending on what is to be described
and explained.
Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response.
A Level 2 assessment item requires students to make some decisions as to how to approach the problem
or activity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known
algorithm, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords
that generally distinguish a Level 2 item include “classify,” “organize,” ”estimate,” “make
observations,” “collect and display data,” and “compare data.” These actions imply more than one step.
For example, to compare data requires first identifying characteristics of the objects or phenomenon and
then grouping or ordering the objects. Some action verbs, such as “explain,” “describe,” or “interpret”
could be classified at different levels depending on the object of the action. For example, if an item
required students to explain how light affects mass by indicating there is a relationship between light and
heat, this is considered a Level 2. Interpreting information from a simple graph, requiring reading
information from the graph, also is a Level 2. Interpreting information from a complex graph that
requires some decisions on what features of the graph need to be considered and how information from
the graph can be aggregated is a Level 3. Caution is warranted in interpreting Level 2 as only skills
because some reviewers will interpret skills very narrowly, as primarily numerical skills, and such
interpretation excludes from this level other skills such as visualization skills and probability skills,
which may be more complex simply because they are less common. Other Level 2 activities include
explaining the purpose and use of experimental procedures; carrying out experimental procedures;
making observations and collecting data; classifying, organizing, and comparing data; and organizing
and displaying data in tables, graphs, and charts.
Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of
thinking than the previous two levels. In most instances, requiring students to explain their thinking is a
Level 3. Activities that require students to make conjectures are also at this level. The cognitive
demands at Level 3 are complex and abstract. The complexity does not result from the fact that there are
multiple answers, a possibility for both Levels 1 and 2, but because the task requires more demanding
reasoning. An activity, however, that has more than one possible answer and requires students to justify
the response they give would most likely be a Level 3. Other Level 3 activities include drawing
conclusions from observations; citing evidence and developing a logical argument for concepts;
explaining phenomena in terms of concepts; and using concepts to solve problems.
Level 4 (Extended Thinking) requires complex reasoning, planning, developing, and thinking most
likely over an extended period of time. The extended time period is not a distinguishing factor if the
required work is only repetitive and does not require applying significant conceptual understanding and
higher-order thinking. For example, if a student has to take the water temperature from a river each day
for a month and then construct a graph, this would be classified as a Level 2. However, if the student is
to conduct a river study that requires taking into consideration a number of variables, this would be a
Level 4. At Level 4, the cognitive demands of the task should be high and the work should be very
complex. Students should be required to make several connections—relate ideas within the content area
or among content areas—and have to select one approach among many alternatives on how the situation
28
should be solved, in order to be at this highest level. Level 4 activities include designing and conducting
experiments; making connections between a finding and related concepts and phenomena; combining
and synthesizing ideas into new concepts; and critiquing experimental designs.
Science
Interpreting and assigning depth-of-knowledge levels to objectives both within standards and assessment
items is an essential requirement of alignment analysis. Four levels of depth of knowledge are used for
this analysis. Because the highest (fourth) DOK level is rare or even absent in most standardized
assessments, reviewers usually will be making distinctions among DOK levels 1, 2 and 3. Please note
that, in science, “knowledge” can refer both to content knowledge and knowledge of science processes.
This meaning of knowledge is consistent with the National Science Education Standards (NSES), which
terms “Science as Inquiry” as its first Content Standard.
Level 1. Recall and Reproduction
Level 1 is the recall of information such as a fact, definition, term, or a simple procedure, as well as
performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote
response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined
series of steps. A “simple” procedure is well-defined and typically involves only one-step. Verbs such
as “identify,” “recall,” “recognize,” “use,” “calculate,” and “measure” generally represent cognitive
work at the recall and reproduction level. Simple word problems that can be directly translated into and
solved by a formula are considered Level 1. Verbs such as “describe” and “explain” could be classified
at different DOK levels, depending on the complexity of what is to be described and explained.
A student answering a Level 1 item either knows the answer or does not: that is, the answer does not
need to be “figured out” or “solved.” In other words, if the knowledge necessary to answer an item
automatically provides the answer to the item, then the item is at Level 1. If the knowledge necessary to
answer the item does not automatically provide the answer, the item is at least at Level 2. Some
examples that represent but do not constitute all of Level 1 performance are:
 Recall or recognize a fact, term, or property.
 Represent in words or diagrams a scientific concept or relationship.
 Provide or recognize a standard scientific representation for simple phenomenon.
 Perform a routine procedure such as measuring length.
Level 2. Skills and Concepts
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response.
The content knowledge or process involved is more complex than in level 1. Items require students to
make some decisions as to how to approach the question or problem. Keywords that generally
distinguish a Level 2 item include “classify,” “organize,” ”estimate,” “make observations,” “collect and
display data,” and “compare data.” These actions imply more than one step. For example, to compare
data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering
the objects. Level 2 activities include making observations and collecting data; classifying, organizing,
and comparing data; and organizing and displaying data in tables, graphs, and charts.
Some action verbs, such as “explain,” “describe,” or “interpret,” could be classified at different DOK
levels, depending on the complexity of the action. For example, interpreting information from a simple
graph, requiring reading information from the graph, is a Level 2. An item that requires interpretation
from a complex graph, such as making decisions regarding features of the graph that need to be
considered and how information from the graph can be aggregated, is at Level 3. Some examples that
represent, but do not constitute all of Level 2 performance, are:
29





Specify and explain the relationship between facts, terms, properties, or variables.
Describe and explain examples and non-examples of science concepts.
Select a procedure according to specified criteria and perform it.
Formulate a routine problem given data and conditions.
Organize, represent and interpret data.
Level 3. Strategic Thinking
Level 3 requires reasoning, planning, using evidence, and a higher level of thinking than the previous
two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result
only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but
because the multi-step task requires more demanding reasoning. In most instances, requiring students
to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at
Level 2. An activity that has more than one possible answer and requires students to justify the response
they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than
one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing
evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts;
and using concepts to solve non-routine problems. Some examples that represent, but do not constitute
all of Level 3 performance, are:




Identify research questions and design investigations for a scientific problem.
Solve non-routine problems.
Develop a scientific model for a complex situation.
Form conclusions from experimental data.
Level 4. Extended Thinking
Tasks at Level 4 have high cognitive demands and are very complex. Students are required to make
several connections—relate ideas within the content area or among content areas—and have to select or
devise one approach among many alternatives on how the situation can be solved. Many on-demand
assessment instruments will not include any assessment activities that could be classified as Level 4.
However, standards, goals, and objectives can be stated in such a way as to expect students to perform
extended thinking. “Develop generalizations of the results obtained and the strategies used and apply
them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. Many, but not
all, performance assessments and open-ended assessment activities requiring significant thought will be
Level 4.
Level 4 requires complex reasoning, experimental design and planning, and probably will require an
extended period of time either for the science investigation required by an objective, or for carrying out
the multiple steps of an assessment item. However, the extended time period is not a distinguishing
factor if the required work is only repetitive and does not require applying significant conceptual
understanding and higher-order thinking. For example, if a student has to take the water temperature
from a river each day for a month and then construct a graph, this would be classified as a Level 2
activity. However, if the student conducts a river study that requires taking into consideration a number
of variables, this would be a Level 4. Some examples that represent but do not constitute all of a Level 4
performance are:


Based on provided data from a complex experiment that is novel to the student, deduct the
fundamental relationship between several controlled variables.
Conduct an investigation, from specifying a problem to designing and carrying out an
experiment, to analyzing its data and forming conclusions.
30
Social Studies Depth of Knowledge Levels
Level 1 Recall of Information
Level 1 asks students to recall facts, terms, concepts, trends, generalizations and theories or to recognize
or identify specific information contained in graphics. This level generally requires students to identify,
list, or define. The items at this level usually ask the student to recall who, what, when and where. Items
that require students to “describe” and “explain” could be classified at Level 1 or 2 depending on what is
to be described and explained. A Level 1 “describe or explain” would recall, recite or reproduce
information. Items that require students to recognize or identify specific information contained in maps,
charts, tables, graphs or drawings are generally level 1.
Level 2 Basic Reasoning
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response.
This level generally requires students to contrast or compare people, places, events and concepts;
convert information from one form to another; give an example; classify or sort items into meaningful
categories; describe, interpret or explain issues and problems, patterns, reasons,cause and effect,
significance or impact, relationships, points of view or processes. A Level 2 “describe or explain” would
require students to go beyond a description or explanation of recalled information to describe or explain
a result or “how” or “why.”
Level 3 Complex Reasoning
Level 3 requires reasoning, using evidence, and a higher level of thinking than the previous two levels.
Students would go beyond explaining or describing “how and why” to justifying the “how and why”
through application and evidence. The cognitive demands at Level 3 are more complex and more
abstract than Levels 1 or 2. Items at Level 3 include drawing conclusions; citing evidence; applying
concepts to new situations; using concepts to solve problems; analyzing similarities and differences in
issues and problems; proposing and evaluating solutions to problems; recognizing and explaining
misconceptions or making connections across time and place to explain a concept or big idea.
Level 4 Extended Reasoning
Level 4 requires the complex reasoning of Level 3 with the addition of planning, investigating, or
developing that will most likely require an extended period of time. The extended time period is not a
distinguishing factor if the required work is only repetitive and does not require applying significant
conceptual understanding and higher-order thinking. At this level the cognitive demands should be high
and the work should be very complex. Students should be required to connect and relate ideas and
concepts within the content area or among content areas in order to be at this highest level. The
distinguishing factor for Level 4 would be evidence through a task or product that the cognitive demands
have been met. A Level 4 performance will require students to analyze and synthesize information from
multiple sources, examine and explain alternative perspectives across a variety of sources and/or
describe and illustrate how common themes and concepts are found across time and place. In some
Level 4 performance students will make predictions with evidence as support, develop a logical
argument, or plan and develop solutions to problems.
31
Many on-demand assessment instruments will not include assessment activities that could be classified
as Level 4. However, standards, goals, and objectives can be stated so as to expect students to perform
thinking at this level. On-demand assessments that do include tasks, products, or extended responses
would be classified as Level 4 when the task or response requires evidence that the cognitive
requirements have been met.
Reference and Further Resources
 Norman L. Webb, Wisconsin Center for Education Research.
 Webb, N. L. (1999). Alignment of Science and Mathematics Standards and Assessments in Four
States. Council of Chief State Officers. Washington, DC.
 The Webb Alignment Tool and its training materials can be accessed on:
http://www.wcer.wisc.edu/WAT/index.aspx
32
Depths of Knowledge Content Examples
Level 1: Recall and Reproduction
Language Arts:
 Which of these means about the same thing as
exacerbate?
 Use a dictionary to find the meaning of words.
 Identify figurative language in a reading passage.
 Use punctuation correctly.
Science:
 What is the process called which plans use to manufacture
sugar from sunlight?
 Recall or recognize a fact, term or property.
 Perform a routine procedure such as a measuring length.
 Provide or recognize a standard scientific representation of
simple phenomena.
Mathematics:
 Which of the following numbers, when rounded to the
nearest thousand, becomes 90,000?
 Solve a one-step, well-defined and straight algorithmic
procedure.
 Compute a sum, difference, product or quotient.
 Evaluate an equation or formula for one of its items.
 Provide or recognize a standard mathematical
representation for a situation.
Social Studies:
 What was the main reason many leaders in Great Britain
leaned toward supporting the Confederacy in the Civil
War?
 Recognize or identify specific information obtained in
maps, charts, tables, graphs or drawings.
 Recall the who, what, when and where about a historic
event.
 Reading: Locate and recall facts or details explicitly
presented in text.
 Select appropriate words to use in context (contentspecific or shades of meaning, for example) when
intended meaning is clearly evident.
Arts and Humanities:
 The notes in the spaces of the treble clef music staff
shown above from bottom to top are…
 Describe the elements of dance.
 Describe the importance of the Renaissance period.
Level 2: Basic Reasoning, Using Skills & Concepts
Language Arts:
 Which of these statements best describes what the passage is
about?
 Use context clues to identify the meaning of unfamiliar words.
 Predict a logical outcome based on information in a reading
selection.
 Identify and summarize the major events in a narrative.
Science:
 Which graph of heart rate best represents that a person walked
for 2 minutes, ran for 5 minutes, walked for 2 more minutes,
and ran for the last 2 minutes?
 Specify and explain the relationship between facts, terms,
properties or variables.
 Describe and explain examples and non-examples of science
concepts.
 Formulate a routine problem given data and conditions.
 Organize, represent and interpret data.
Mathematics:
 A car traveled 23,456.2 miles. The next exit is 1000 feet ahead.
What will the mileage gauge read then?
 Organize and display data in tables, graphs and charts.
 Represent a situation mathematically in more than one way.
 Formulate a routine problem given data and conditions.
 Compare statements such as definitions, examples or
arguments.
Social Studies:
 There was a sharp decline in immigration into the US during
the second decade of the 20th Century. Which of the following
best accounts for that decline?
 Describe or explain the result or “how” or “why” of a historic
event.
 Classify or sort items into meaningful categories.
 Describe, interpret or explain issues or problems, patterns,
reasons, cause and effect, significance or impact, relationships,
points of view or processes.
 Distinguish between fact and fiction.
 Organize information to show relationships.
Reading:
 Predict logical outcome based on information in a reading
selection.
 Make basic inferences or draw basic about text.
 Identify and summarize major events, problem, solution,
conflicts in text.
 Organize information presented in informational text using
mapping charting or summarizing.
 Locate information to answer questions related to explicit or
implicit central ideas in informational text.
Arts and Humanities:
 Which of the following dance styles would most likely portray
a story or thematic idea?
 Identify different dance styles from different cultures. Describe
those dances and the use of dance elements within the dance
styles.
33
Level 3: Complex or Strategic Thinking
Level 4: Extended Thinking or Reasoning
Language Arts:
 The style in this passage is characterized by similes like
these: “smooth as pudding,” and “rough as shredded
coconut.” Which of these best explains the author’s purpose
in using similes?
 Determine the author’s purpose and describe how it affects
the interpretation of a reading election.
 Summarize information from multiple sources.
 Analyze and describe the characteristics of various types of
literature.
Science:
 In a lab experiment, an enzyme is combined with its substrate
at time zero. The absorbance of the resulting solution is
measured at five-minute intervals. In this procedure, an
increase in absorbance is related to the amount of produce
formed during the reaction. The experiment uses three
preparations. (Students will see illustrations.)
 Identify research questions and design investigations for a
scientific problem.
Mathematics:
 Julie wants to fence in an area for her dog. She can afford
only 36 feet of fencing. She is considering various shapes for
the fenced in area, but she wants the shape to have four sides
that are whole numbered lengths and contain four right
angles. What is the largest area that Julie can enclose with 36
feet of fencing?
 Formulate an original problem given a situation.
 Solve non-routine problems.
 Analyze the assumptions made in a mathematical model.
 Analyze a deductive argument, including various proofs.
Social Studies:
 A newspaper prints a story that criticizes the current
administration’s policies. The Bill of Rights allows a
government official to respond to this headline by (multiple
choice options)
 Proposing and evaluating solutions to problems.
 Make connections across time and place to explain a concept.
 Make and support inferences about implied causes and
effects.
 Analyze how changes have affected people or places.
Reading:
 Explain, generalize or connect ideas, using supporting
evidence from the text or from other sources.
 Draw inferences about author’s purpose, message or theme.
 Describe how word choice, point of view or bias affects
interpretation of a reading selection.
 Summarize or compare information within and across text
passages.
Arts and Humanities:
 You are able to travel through time via a time machine. You
choose to travel to the decade of the 1960’s because you have
a report due for your humanities class on the music of the
decade. Describe two ways that the issues and events of the
1960’s affected the music of that time period. Describe two
effects that music had on social change and people’s beliefs
in the 1960’s.
Language Arts:
 Students are given an assignment to write an informative essay
using at least five resources including at least one book.
(generation of a product: gathering information, planning,
writing, editing)
 Examine and explain alternative perspectives across a variety of
sources.
 Describe and illustrate how common themes are found across
texts from different cultures.
 Write an analysis of two selections, identifying the common
theme and generating a purpose that is appropriate for both.
Science:
 Students are asked to design and conduct a science
investigation (generation of a product: data collection, display,
interpretation
 Based upon provided data form a complex experiment that is
novel to the student, deduct the fundamental relationship
between several controlled variables.
 Conduct an investigation, from specifying a problem to
designing and carrying out an experiment, to analyzing its data
and forming conclusions.
Mathematics:
 Students are asked to identify a “real world” problem that
requires the application of mathematics, describe the possible
procedure for solving, and explain the outcome along with
explanation of student reasoning.
 Develop a generalization from a mathematical situation.
 Apply mathematics to model and illuminate a practical problem
or situation.
 Conduct a project requiring specifying a problem, identifying a
number of solution paths, selecting the most effective solution
path, solving the problem and reporting the results.
 Prove an original theorem.
 Design a mathematical model to inform and solve a practical or
abstract situation.
Social Studies:
 Students are given the scenario of acid rain potentially causing
problems in a specific farming community. Students are to
define and describe the problem with supporting data, propose
alternative solutions to the problem, select one solution and
explain why it would be best.
 Make predictions with evidence as support.
 Develop a logical argument.
 Plan and develop solutions to problems.
 Describe, define and illustrate common social, historical,
economic or geographical themes and how they interrelate.
Reading:
 Compare or analyze multiple works by the same author,
including author’s craft.
 Compare or analyze multiple works from the same time period
or from the same genre.
 Gather, analyze, organize and interpret information from
multiple sources for the purpose of drafting a reasoned report.
 Evaluate the relevancy and accuracy of information from
multiple sources.
34
School Team Debriefing: “Where Are We in Using High
Quality Assignments and Assessments?”
1. How do these taxonomies and descriptors affirm or challenge your present understanding of high
quality assignments and assessments?
2. To what degree do teachers in your building share a common understanding of the content of
taxonomies and descriptors necessary to define high quality work? Upon what evidence do you
base your opinion?
3. What actions can you take to deepen teachers’ understanding and ensure that more students are
asked to complete high quality assignments and assessments?
35
Review of Sample Assignments
Working with your colleagues, review the sample assignments/assessments provided. Evaluate the
degree to which the assignment is targeted to the standards and the level of challenge that is
required to complete the assignment. Cite characteristics of the assignment to justify your
response.
Alignment to Standards
Level of Challenge: Basic,
Proficient, or Advanced
Characteristics That Justify
Level of Challenge
Name of Assignment:
Name of Assignment:
Name of Assignment:
Name of Assignment:
Name of Assignment:
Discussion
 Are these assignments high quality? Why or why not?
 What are the strengths of these assignments? In what ways could they be improved?
 What suggestions would you give provide for altering the assignments and assessments so that
they are high quality?
36
Moving Basic Assignments to High Quality
Given sample assignments that are at the basic level, describe what you would do to revise it and make it
a high quality assignment.
Assignment and Description
Modifications to Improve the Quality of the
Assignment
37
Unwrapping Standards to Design High Quality Assignments and Assessments
The Goal: “Targeted” Content Alignment
 Have the standards been “unwrapped” to identify key
concepts and skills that need to be taught at each level of
cognitive complexity?
Standards for Consideration in Planning
 State standards and grade level expectations
 High school readiness standards for college preparatory
work (middle school)
 College readiness standards for high school such as the
ACT College Readiness Standards available at
http://www.act.org/standard
A Process for Unwrapping Standards—“Backwards Design”
1. Read the standard or grade-level expectation and highlight key verbs.
2. List the concepts and skills students should know and be able to do to perform the
standard.
3. Create a chart that classifies what students should know and be able to do at each of three
levels of proficiency in relation to that standard:
Approaching Grade Level
Basic
Grade Level or Above
Proficient
Above Grade Level
Advanced
4. Write the assessments or performance tasks that will show you that the students have
reached the desired proficiency level in the standard for that grade level.
38
UNWRAPPING STANDARDS—Example
1. Read the standard or grade-level expectation and highlight key
verbs.
Example:
Use research skills to locate, gather, evaluate and organize
information for different purposes.
2. List the concepts and skills students should know and be able to do to perform the standard.
Research questions
Research plan
Types of reference materials and sources
Criteria for credible sources
Criteria for adequacy of sources
Citation formats and procedures
Search procedures
Note-taking
Summarizing
Paraphrasing
Organization of information
3. Create a chart that classifies what students should know and be able to do at each of three
levels of proficiency in relation to that standard:
Approaching Grade
Level
Basic







Design a plan to answer
a specific research
question.
Identify types of
materials useful for
different purposes.
Use common reference
materials (e.g.,
dictionary,
encyclopedia, atlas,
almanac) to locate
factual information.
Conduct simple
searches on electronic
databases and the
Internet.
Take notes from
sources.
Organize notes to
answer research
questions.
Refer to sources in text.
Grade Level or Above
Above Grade Level
Proficient








Design a research plan that uses
main questions and component
parts.
Use library card catalog and
databases to locate relevant
materials.
Use electronic databases and the
Internet to locate materials
relevant to a particular research
need.
Evaluate the usefulness of
specific materials for specific
tasks.
Identify answers to general
questions relating to authors’
opinions, beliefs, and theories.
Summarize a short article.
Organize summaries and quotes
to answer research questions.
Document sources using
accepted methods.
Advanced








Develop a research plan,
including purpose, appropriate
questions, possible sources and
time line.
Locate information in
newspapers and periodicals
using associated indexes and
databases.
Conduct advanced searches on
electronic databases and the
Internet.
Conduct action research (e.g.,
interviews, market research).
Develop criteria for evaluating
materials.
Synthesize information form
various sources.
Organize information from
various sources.
Use a recognized
documentation style for
bibliography, end notes and intext documentation as required.
4. Write the assessments or performance tasks that will show you that the students have
reached the desired proficiency level in the standard for that grade level. Develop scoring
guides or rubrics for each task or assessment that will define quality work and be used for
feedback that will help students improve their work and reach proficiency.
Example Performance Task—Culminating Assessment: You have volunteered to work for a
local politician who needs your help generating ideas for an upcoming campaign. Because she
wants to get in touch with the youth of today, she has asked you to choose a topic that is important
in the lives of people your age. You will investigate the topic and present her with a well-written
paper summary of the issue based on outstanding research and documentation. She will use this
information in her upcoming campaign speeches.
Specific Assessment Tasks That Will Be Assessed as Part of the Culminating Assessment
 Identify a reasonable topic for your research. The topic is not too broad or too narrow. It is
clearly stated in writing with reasons why the issue would be important to the candidate.
 Develop a list of research references on the topic. Evaluate the usefulness of each based on
the amount of actual information contained, identify the author and any bias, identify any
persuasive elements and compare information given in the various articles for accuracy.
 Read and document sources. Prepare note cards or note files for each piece of information.
Demonstrate use of summarization and paraphrasing. List quotations with appropriate
citations. Organize cards by a subject heading.
 Write an issue paper that is well organized and grammatically correct. Multiple sides of the
issue are given so that the candidate is well informed on the issue.
40
41
Examples of Standards “Unwrapped”---8th-9th Grade Transition
English Language Arts Standard: Determine the number of ways an event can occur and the
associated probabilities.
Approaching Grade Level
Basic



Find the probability of simple
events.
Find the sample space using
tree diagrams.
Find the number of possible
outcomes.
Grade Level or Above
Proficient



Find and record the experimental
probably of multiple trials of
simple events.
Identify and make predictions
using theoretical probabilities.
Find combinations.
Above Grade Level
Advanced



Identify the sample space and
mathematical probability for
compound events and permutations.
Distinguish between independent and
dependent events.
Recognize fair and unfair games.
Possible performance tasks or assessments:
1. Students predict the outcomes and then toss a 1 to 6 number cube 100 times and record their
results. Then they compare their results with the mathematical probability of tossing a 1 to 6
number cube. They share their results with the class. The activity could be extended by having
students predict and then toss a 1 to 4 tetrahedron.
2. Students conduct different experiments for the same event but with different numbers of trials. For
example, one group tosses a two-color counter 10 times, another group 20 times, another group 30
times, and so on. They compare the different experimental probabilities, represent them graphically
and write a conclusion.
3. Students calculate the total possible number of telephone numbers in their area code. In one
activity, they devise a plan to estimate the number of working numbers a telemarketer could expect
to reach by placing 100 calls at random. In another activity, they devise a plan to investigate
whether their area will “run out” of numbers in the near future and propose and evaluate different
solutions (e.g., adding another digit, using the # and * keys).
Science Standard: Understand that energy exists in different forms, can be transformed and is neither
created nor destroyed.
Approaching Grade Level
Basic


Understand the units needed to
calculate work and energy.
Demonstrate common sources,
forms and conversions of
energy.
Grade Level or Above
Proficient


Calculate work and energy.
Demonstrate and explain the
generation of various forms of
energy.
Above Grade Level
Advanced Assignments


Calculate work, energy, and power.
Analyze various situations and
devices in terms of energy
conversions and efficiency.
Possible performance tasks or assessments:
1. Given a list of 10 different actions (sawing a piece of wood, running an electric fan, sailing, etc.)
students identify the original source of energy (as far back as possible) and classify the associated
forms of energy. Students share their results with the class.
2. Given 10 examples or situations, students analyze and explain the energy conversions occurring in
each.
3. Students develop a procedure for determining the efficiency of a system, such as a pulley system,
and collect data to support their conclusions.
Source: Getting Ready Series: What Middle Grades Students Need to Know and Be Able to Do. SREB.
www.sreb.org.
42
“Unwrapping Standards” Practice Activity
Sample Standard or Grade-Level Expectation:
Concepts or Skills Necessary to Perform the Standard:
Classification of What Students Need to Know and Be Able to Do at Each Level of Proficiency:
Approaching Grade Level
Basic
Grade Level or Above
Proficient
Above Grade Level
Advanced
Sample Assessments or Performance Tasks to Measure Student Performance on the Standard:
43
Criteria for a Set of High Quality Assignments and Assessments for a Course
Essential Question:
Does the course engage students in a variety of intellectually
challenging work that will get students to proficiency with regard
to the standards for the course?
1. Are the assignments and assessments sufficient evidence for determining whether
students have met ALL the standards for the course? If there is insufficient work required
for a particular standard, what would you suggest adding?
2. Do the projects, assignments, and assessments described ask students to produce work at the
proficient or advanced level (to apply, synthesize, analyze, and/or evaluate concepts, skills, and
information)? Cite evidence of the levels present.
3. Are students required to work on an extended major project that lasts a week or more at least once
a semester? (HSTW Assessment data shows that students who say they are required to do a major
project in every class score higher in reading, mathematics, and science.)
4. Is meaningful homework assigned? (HSTW Assessment data shows that students who are assigned
and do at least one hour of homework a night across all subjects score higher in reading,
mathematics, and science.)
5. Do the assignments and assessments support school-wide literacy goals?
 Is at least one short writing assignment given weekly? How?
 Are students required to complete a research paper?
 How do the assignments contribute to helping students read 25 or more books—or their
equivalent—across all classes each year?
6. Do the assignments and assessments support school-wide numeracy goals?
7. Are other criteria met as established by school-wide standards for quality, such as . . .
44
Getting Teachers on Board with Developing High Quality
Student Assignments
Assess where you are now.



To what degree does our staff currently share a common understanding of
rigorous assignments and assessments in various content areas and an
understanding of aligning to standards? What evidence do we have of this common understanding?
How often are rigorous assignments and assessments that are well aligned to standards given in various
content areas? What evidence do we have that this is occurring?
What actions might we take to build a common understanding of rigorous work and alignment to standards
among our staff members? Who should work together to deepen understandings? When should that work happen?
Who should facilitate it?
Conduct periodic instructional audits.



Ask each teacher to submit a typical assignments and assessments. Collect examples from different subject areas,
different grade levels, and different course levels (college-preparatory, honors, and Advanced Placement, for
example).
Choose a rubric or taxonomy and review the assignments or assessments, rating each for its level of challenge.
Report the data back to teachers, providing examples of each level.
Conduct professional development on rubrics or taxonomies for assessing the level of challenge
in assignments and assessments. Use the following resources. Provide examples of different levels
of assignments and assessments.




National Assessment of Educational Progress Rubrics for Basic, Proficient, and Advanced Level Test Items.
For a description of the knowledge and skills students must demonstrate to be at each proficiency level, refer to the
2006 HSTW Assessment Report, pages 230-233. For middle grades, refer to the 2006 MMGW Assessment Report,
pages A-10 through A-13. Search the National Assessment of Educational Progress site for achievement levels by
grade at: http://nces.ed.gov/nationsreportcard/
Bloom’s Taxomony of Objectives. For expanded use of the taxonomies, see Anderson, L.W., Drathwohl, D.R., et
al. (2001). A Taxonomy for Learning, Teaching, and Assessing. New York: Longman. One article that effectively
describes this alignment is Moving Toward Cognitive Alignment by George Manthey in the November/December
2005 issue of Leadership.
Designing a New Taxonomy of Educational Objectives. Robert Marzano. Corwin Press, 2001. Like Bloom's
taxonomy, this taxonomy defines six levels of mental processing: self-system thinking (Level 6); metacognition
(Level 5); knowledge utilization (Level 4); analysis (Level 3); comprehension (Level 2); and retrieval (level 1).
Depth of Knowledge Levels designed by Norman L. Webb, Wisconsin Center for Education Research. Webb, N.
L. (1999). Alignment of Science and Mathematics Standards and Assessments in Four States. Council of Chief
State Officers. Washington, DC. The Webb Alignment Tool and its training materials can be accessed on:
http://www.wcer.wisc.edu/WAT/index.aspx.
Design opportunities for teachers to engage in assessing the level of challenge in assignments and
assessments on a regular basis.



Curriculum design and course syllabus development. Are we designing instructional activities, assignments,
and assessments that require students to work at the proficient level? Do we describe these levels to students and
outline them in our course expectations?
Reviewing assessment data and looking at student work. Have students achieved the proficient level on our
assignments and assessments? Why or why not? What can we do differently to get more students working at the
proficient level?
Classroom walk-throughs. What exists in our classroom learning environments that encourages proficient-level
work? Do our learning activities expect students to work at the proficient level? Why or why not? What would we
change to encourage more students working at the proficient level?
45
Engaging Teachers in Looking at Assignments and Assessments
Tuning Protocol: A format for presenting and receiving feedback for the
purpose of improving work in progress.
Roles
Focus
Question
Steps
 Facilitator: Manages the protocol and keeps the group on task
 Timekeeper: Helps the group adhere to the time schedule
Example:
What can we do to get more students working at grade level?
1. Presentation of Work (5 minutes, but can be extended to 10 if the work is
complicated or big in scope)
The presenters describe the work. Be specific and describe the work in
detail. The more thorough the description, the better the feedback. If
presenters have specific request for areas of feedback, make that clear.
2. Clarifying Questions (2 minutes)
Participants ask questions eliciting more information needed to give
feedback. Questions should be short, and so should answers. This is not the
time to start giving feedback.
3. Reflection Time (1 minute)
Participants write down their input.
4. Warm Feedback (5 minutes): Participants share warm feedback (the
supporting perspective) only and presenters listen, taking notes. What are the
strengths, features, and highlights of this work? Participants should focus on
one or two key ideas, so that everyone has a chance to speak. If time
remains, facilitator may focus discussion, or remind participants of
presenters’ request for feedback. Use the entire five minutes.
5. Cool Feedback (5 minutes): Participants share cool feedback (the
questioning perspective) only and presenters listen, taking notes. What
could be improved, changed, or refocused about this work? Time proceeds
as with warm feedback. Use the entire five minutes.
6. Presenters’ Response (3 minutes)
Presenters respond to feedback.
7. Debrief (3 minutes)
Critique the experience. First, discuss what everyone in the group learned
from looking at the work. What can they take back to their own practice
having reviewed this work in progress? Secondly, debrief about how the
group did with using the protocol. Did they follow the guidelines? Provide
good feedback? Respect the time frames? What could be done differently
next time to have a better protocol?
Developed by Joseph McDonald and David Allen for the Annenberg Institute for School Reform.
Engaging Teachers in Looking at Assignments and Assessments
Standards Protocol
Provides a format for analyzing student work in relationship to specific standards and a scoring rubric.
Use this protocol to analyze an assignment or assessment and the accompanying student work, which
may or may not be scored.
Roles:
Presenter—Teacher who brings student work, the assignment, and possibly the rubric
that was used to assess the work. The presenter will also identify the standards that the
assignment addresses.
Facilitator—Person who monitors the time, keeps the group on task, and ensures that
the group asks probing questions and observes the norms. At the end of the protocol, the
facilitator leads a discussion of the process with the group.
Procedure:
1. Describe the Assignment and the Standards That Apply (5 minutes)
The presenter describes the assignment, discusses which standards the assignment addresses,
and outlines the assessment process, rubric, or list of criteria. The presenter frames a question
for the group to focus discussion, for example, “What could we do to get more students
proficient in relation to the standards for this assignment?”
2. Ask Clarifying Questions (5 minutes)
Clarifying questions have short, factual answers. The presenter responds briefly to each.
3. Scoring the Work (5 minutes)—This step may be omitted if the work is already scored.
Teachers individually score the work using the presenter’s rubric. If the presenting teacher did
not bring a rubric, the group can create a quick informal rubric using the standards and the
assignment. The goal is to be able to have a common perception about the overall quality of the
work.
4. Analyzing the Work (10-15 minutes)
After discussing any discrepancies in their scores, the participants look at the assignment and
the student work and choose one or more questions to focus the analysis.
 What does this work tell us about what the degree to which students have reached
proficiency in relation to the standards?
 On what standards do students seem to be proficient? What is the evidence of that?
 On what standards do students seem to be falling short? What is the evidence of that?
 Are there patterns that indicate where students are reaching the standards, and not
reaching the standards? Why might these patterns be occurring?
 Is this assignment written in a targeted way to collect evidence of proficiency in the
standards? Does it support students in reaching proficiency? Why or why not?
 Does this assignment ask students to work at the proficient or advanced level? Why or
why not?
 What are the strengths of this assignment? How might it be further strengthened and
better aligned with the standards?
 What actions could be taken to get more students to proficiency on these standards?
47
The presenter may only listen and take notes during this discussion. As the group discusses the
work, they should balance the conversation between strengths and weaknesses of the work, and
tie the work to the standards. This section of the protocol may also be evenly divided between
strengths and weaknesses, spending half the time on strengths or warm feedback and half the
time on weaknesses or cool feedback (things that might be improved).
5. Presenting a Response (5 minutes)
The presenter shares his or her perspective on the student work and what he or she heard from
the group. The presenter may also want to comment on anything surprising or unexpected from
the group’s reflection, or about his or her thinking about the assignment, as well as how the
standards were addressed by the assignment.
6. Discussing Implications for Teaching and Learning (10 minutes)
Both presenter and participants share any new thoughts they now have about their teaching
practices. They may also look for ways to support students in reaching proficiency. As a group,
they may develop an action plan that describes what needs to happen in the classroom or at the
school so that all students can reach proficiency.
Adapted from: Turning Points: Transforming Middle Schools. Looking Collaboratively at Student
Work. http://www.turningpts.org/pdf/LASW.pdf
48
Supporting Teachers in Implementing High Quality Assignments
Process
Steps
Action Research: A process for  Ask a question related to
inquiring into practice and
practice.
continuously improving.
 Seek information.
 Formulate a possible solution
or action to be taken.
 Try out the solution or action,
collecting data on its
effectiveness.
 Evaluate the solution or action
and re-formulate questions for
continued improvement.
Demonstration Classrooms:
 Recruit volunteers to model
Teachers agree to model
practices.
practices for other teachers by
 Establish a visitation schedule.
inviting them to visit their
 Hold an orientation for the
classrooms.
entire staff and give teachers a
chance to sign up for visits.
 Ask visiting teachers to
complete a reflection form.
 Debrief what was learned.
Classroom Walk-Throughs
 Establish a protocol and walkTeachers conduct brief
through observation data
observations in which they
collection instrument.
record data about the level of
 Walk through classes in pairs,
proficiency in classroom
collect and analyze data.
activities/assignments.
Best Practice Sharing
 Recruit teachers to share best
Sessions: Teachers agree to
practices.
share techniques that are
 Set up sharing round tables.
working well with their
 Ask teachers to visit round
students.
tables and listen to best
practice ideas.
 Ask teachers to complete a
reflection form.
 Debrief what was learned.
Use/Notes
While implementing new
methods for assignments and
assessments
After teachers have
implemented effective
assignments or strategies and
feel confident in sharing with
others
After teachers have begun to
work on increasing the level
of challenge in assignments
and assessments.
After teachers have
implemented effective
assignments or strategies and
feel confident in sharing with
others
49
Supporting Teachers in Implementing High Quality Assignments
Action Research
Action research is an inquiry process teachers can use to investigate and
improve their practice, including assignments and assessment.
Phase 1: Identify a Question to be Examined or a Problem to be Solved
Review data and identify a need for improved student performance. What is the existing situation?
What is the desired goal for student performance?
Phase 2: Collect Information and Formulate an Action or Solution
Investigate alternatives that will help achieve the desired goal. Select the action or solution that will
most likely improve student performance.
Phase 3: Take the Action or Implement the Solution
Implement the actions in the classroom and collect data to determine the effectiveness of the action or
solution.
Phase 4: Evaluate the Actions or Solutions
Using the data collected in the classroom about student performance, determine if the action or
solution was effective. Monitor the effects over time and formulate new questions or problems to begin
the cycle again.
50
Supporting Teachers in Implementing High Quality Assignments
Setting Up Demonstration Classrooms
Demonstration classrooms are opportunities for teachers who are
proficient in a strategy to model that strategy for other teachers in the
building. This is an excellent way to follow-up on professional
development opportunities.
1. Select teachers who have received professional development
training and are gaining confidence in using classroom strategies that actively engage students.
2. Establish specific days for demonstration classroom visits. Work with the demonstration
teachers to develop a schedule for each day so that all periods have possible visitation times
and demonstration teachers have two or three visitation classes. Decide what strategies each
teacher will demonstrate. Create a sign-up form that includes three or four teachers per
visitation class. Teachers may sign up to visit on their planning period or collaborate to support
visits by covering each others’ classes. If possible, hire substitute teachers to cover classes on
the visitation day so that teachers will not lose their planning period.
3. Develop a form that visiting teachers can use to reflect on their experience.
4. At a staff meeting or department meetings, orient the teachers to the concept of demonstration
classrooms:
 Purpose: to share our efforts to use active engagement strategies
 Rationale: working together will help us learn from each others’ experiences
 Procedure: sign up for a specific date and class; try to be there for the entire class; and
complete and turn in the reflection form
5. The day before the visitation day, put a reminder note in each visiting teacher’s mailbox (or email) and attach the reflection form to be completed and turned in to the demonstration teacher.
6. Hold debriefing sessions at staff meeting (round tables) or department meetings to discuss what
visiting teachers learned from the experience and which strategies they will attempt to use
and/or modify.
51
Supporting Teachers in Implementing High Quality Assignments
Reflection on Demonstration Classroom
Date _______________________________ Class ______________________________
Demonstration Classroom Teacher __________________________________________
1. Describe what you saw (strategy observed), including three things you thought worked well.
Consider:
 How did the strategy engage the students in learning?
 What did the teacher do to facilitate this strategy?
 Why do you think this particular strategy was selected for the content and objective to be
met?
2. Describe how you could use and/or adapt this strategy for your own classroom.
Please return this form to the demonstration classroom teacher by the end of the school day.
Thank you for your reflection on this experience!
52
Classroom Walk-Throughs
Why should walk through observations be conducted?









Know the school—gain a better understanding of the teaching and learning
taking place in the school
Know the school’s climate. Are students engaged? Are teachers feeling
comfortable with practices the building has targeted for raising student
achievement, such as literacy across the curriculum, higher order questioning or
interdisciplinary instruction?
Help teachers be more aware of their practices and their decision-making regarding instruction
Build the concept of a team—teachers and administrators collaborating to talk about instruction
and focus on the outcomes of teaching
Build a reputation as an instructional leader (administrator)
Let students see that administrators value instruction and learning
Contribute to personal knowledge of teaching and learning
Support school improvement process—attainment of school improvement goals
Collect school-wide data related to school improvement goals—for example, how often
students are engaged in literacy activities or how frequently students are asked to think at
higher levels
How should walk through observations be conducted?
It is important to develop a protocol or format for walk through observations so that all stakeholders—
teachers and administrators—understand their roles and how the process works. A few basic guidelines
exist:
 The format should match the purpose
 Keep the process completely separate from teacher evaluation
 Share the process with teachers, including purpose and format, in a brief orientation session
In designing or selecting a process, consider the following questions:




What is the length of time for a walk through observation?
What questions will the observer ask? What will the observer look for?
Will anything be written down or will an observation form be used?
What feedback will be given? What is the format for the feedback?
Sample Protocols for Walk Through Observations
University of Pittsburgh Walkthrough or “Learningwalks” – Lauren Resnick
 This observation format pays particular attention to teachers providing students with clear
expectations for the lessons, assignments, and assessments. Administrators go in pairs with a
critical friend to observe the teaching and learning in the classrooms. Students are pulled aside
and asked the following questions:
 What are you learning?
 Why do you need to know this?
 How do you know if your work is good enough?
53
These questions may be adjusted to help students explain their answers. Students may also be
pulled aside to describe work posted in the classroom and to explain what they learned from
doing the work.
Administrators and teachers meet after visiting numerous classrooms to discuss commonalties
and use the data to plan staff development.
For further information, training, and to find contacts of schools using this format, contact:
Nancy Israel (nisrael@imap.pitt.edu) at the Institute for Learning (www.iflonline.org), 370
LRDC, University of Pittsburgh, 3939 O’Hara Street, Pittsburgh, PA 15260. (412-624-7093).
School Contact: Francis Barnes, Superintendent or Marilyn Miller, Assistant Superintendent,
Palisades School District, 39 Short Drive, Kintnersville, PA 18930
(fbarnes@palisades.k12.pa.us).
See the article: Data Analysis by Walking Around by Francis V. Barnes in School
Administrator, April 2001. www.findarticles.com/cf_0/m0JSD/4_58/7680188/print.jhtml
Downey Walk Through Process—Phi Delta Kappa
This process is designed to support teachers in making decisions about their instructional practice
and to encourage alignment of instruction with state academic standards. A series of steps is
followed on the observation, including:
1. Observing the instruction and whether or not students are actively engaged in classroom work.
2. Derive the curriculum objectives being taught and determine whether these are aligned with
district and state standards. Identify possible points for reflection.
3. Note instructional practices used and identify possibly points for reflection.
4. If time, walk the walls to look at evidence of student work, curricular, and instructional
decisions.
5. Check safety and facilities (happens naturally).
Downey Walk Through Training: Judy Tacket, Phi Delta Kappa, 800-766-1156.
High Schools That Work Technical Assistance Visit Form
 This form is used for all Technical Assistance Visits at High Schools That Work sites. Schools
having upcoming visits may use this form to ensure teacher understanding of the visit and
provide information the team may use for the report.
Further References and Contacts:
 How Walkthroughs Open Doors by Margery B. Ginsberg and Damon Murphy, Educational
Leadership, May 2002, pgs. 34-36.
 Walkthrough: Developing a Learning Community, Institute for Learning, Learning Research
and Development center, 1998, University of Pittsburgh, Pittsburgh, PA.
 Damon Murphy (damonmurphy@hotmail.com), Administrative Principal, Spring Woods High
School, 2045 Gessner, Houston, TX 77080.
 Robin Hall, Bay Regional IV School Support Center, Alameda County Office of Education,
313 W. Winton Ave., Hayward, CA 94544 (rhall@acoe.k12.ca.us) 510-670-4170.
54
Action Plan to Raise the Quality of Assignments and Assessments
Goal
Actions
Who
When
Resources
Needed
Results/Evidence
Actions
Who
When
Resources
Needed
Results/Evidence
Goal