in your walkthroughs… do you see rigorous and relevant questions/assignments? high school learning...

In Your Walkthroughs…Do You See Rigorous and

Relevant Questions/Assignments?

High School Learning Team

MeetingOctober 26, 2005

Defining Rigor and Relevance

RigorCan be measured on a

continuum

Low end rigor: acquiring knowledge

High end rigor:

using knowledge in complex ways

RelevanceIs also measured on a

continuumLow end relevance:

Knowledge acquired for its own sake

High end relevance:Use of knowledge to

solve complex real-world problems

1 2 3 4 5

ApplicationApplication(Relevance)(Relevance)

Knowledge Knowledge (Rigor)(Rigor)

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Adapted from International Center for Leadership in Education

RIGOR AND RELEVANCE FRAMEWORK

C D

A B

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Awareness 1

1

Knowledge in 1

discipline

2

Apply Knowledge

in 1 discipline

3

Apply knowled

ge across

disciplines

4

Apply knowledge to

real world predictable situations

5

Apply knowledge

to real world unpredictable situations

APPLICATION

KNOWLEDGE


1

2

3

4

5

6

1 2 3 4 5

A


Acquisition


1

2

3

4

5

6

1 2 3 4 5

A


Acquisition

Quadrant A – AcquisitionStudents: •gather and store bits of knowledge within

one discipline•remember or understand their knowledge

within one discipline


1

2

3

4

5

6

1 2 3 4 5

A B


Acquisition

Application


1

2

3

4

5

6

1 2 3 4 5

A B


Acquisition

Application


Quadrant B – ApplicationStudents:•use foundational knowledge •apply knowledge across disciplines and/or in a real world situationThe highest level of relevance is to apply knowledge in unpredictable situations

1

2

3

4

5

6

1 2 3 4 5

A B

C


Acquisition

Application

Assimilation


1

2

3

4

5

6

1 2 3 4 5

A B

C


Acquisition Application

Assimilation Quadrant C – Assimilation

Students:•extend and refine their foundational knowledge

within one discipline•analyze, synthesize, solve problems and

create solutions within one discipline


1

2

3

4

5

6

1 2 3 4 5

A B

DC


Acquisition

Assimilation

Adaptation

ApplicationAdapted from International Center for Leadership in Education


1

2

3

4

5

6

1 2 3 4 5

A B

DC


Acquisition

Assimilation Adaptation

Application

Quadrant D – AdaptationStudents: •think in complex ways and apply knowledge

and skills across disciplines•analyze, synthesize, solve problems and

create solutions in real world situationsThe highest level of adaptation is to apply knowledge in unpredictable perplexing situations.

Current Curriculum

PublicExpectations

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Knowledge

Apply inOne

Discipline

Apply Across

Disciplines

Apply to Real-world

Predictable

Situations

Apply to Real-world

Unpredictable

Situations



Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Knowledge Apply inOne

Discipline

Apply Across Disciplines

Apply to Real-world

Predictable Situations

Apply to Real-world

Unpredictable Situations

The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.


Define the terms cold front, warm front, stationary front and the symbols used to identify them.

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness


Discipline


Apply to Real-world


Apply to Real-world





Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness


Discipline


Apply to Real-world


Apply to Real-world






Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness


Discipline


Apply to Real-world


Apply to Real-world






Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.

Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Determining Levels of Rigor and Relevance

Competency Knowledge

Level

Application

Level

R/R Quadrant

1. Compare and Contrast two short stories. 4

2.Describe information contained on a 2000 census graph.

3.Identify the common land formations (for example: islands, mountains, deltas) on a map or globe.

4.Read a bus schedule to determine the length of time for an across-city trip and which buses to take.

2 C




Level

Application

Level

R/R Quadrant

1. Compare and Contrast two short stories. 4

2.Describe information contained on a 2000 census graph.



2 C


B41/2



Level

Application

Level

R/R Quadrant

1. Compare and Contrast two short stories. 4 2 C

2.Describe information contained on a 2000 census graph. 1/2 4 B



2 A


1



Level

Application

Level

R/R Quadrant

1. Compare and Contrast two short stories. 4 2 C

2.Describe information contained on a 2000 census graph. 1/2 4 B


1


2 A

4 4 D


Let’s Look at a Test

American Vision, Florida EditionSocial Studies, 11th GradeAmerican History 1921-1929Unit 7Chapter 21 Test, Form B

Standard Addressed: SS.A.5.4.History, Time, Continuity, and ChangeThe student understands U.S. history from 1880 to

the present day.

What Do Rigor and Relevance Look Like in Test Questions?

FOUNDATIONAL

LEVEL I

CRITICAL REASONING

LEVEL II

Define

Explain

Label

Identify

Sequence

Compare (Recalling Information)

Summarize (One Source)

Analyze

Modify

Judge

Recommend

Investigate

Compare (Learned Information Used in a Novel Way)

Summarize (Multiple Sources)

FCAT Reading % of Points – Bloom’s Taxonomy

FCAT

Reading Grade

FOUNDATIONAL

LEVEL I

CRITICAL REASONING

LEVEL II

3 60% 40%

4-6 50% 50%

7-8 40% 60%

9-10 30% 70%

C O G N I T I V E C O M P L E X I T Y

B L O O M ’ S T A X O N O M Y W E B B ’ S D E P T H O F K N O W L E D G E

K N O W L E D G E “ T h e r e c a l l o f s p e c i f i c s a n d

u n i v e r s a l s , i n v o l v i n g l i t t l e m o r e t h a n b r i n g i n g t o

m i n d t h e a p p r o p r i a t e m a t e r i a l . ”

C O M P R E H E N S I O N “ A b i l i t y t o p r o c e s s k n o w l e d g e o n a l o w l e v e l s u c h t h a t t h e k n o w l e d g e

c a n b e r e p r o d u c e d o r c o m m u n i c a t e d w i t h o u t a v e r b a t i m r e p e t i t i o n . ”

R e c a l l – R e c a l l o f a f a c t , i n f o r m a t i o n , o r p r o c e d u r e ( e . g . , W h a t a r e 3 c r i t i c a l s k i l l c u e s f o r t h e o v e r h a n d

t h r o w ? )

A P P L I C A T I O N “ T h e u s e o f a b s t r a c t i o n s i n

c o n c r e t e s i t u a t i o n s . ”

B a s i c A p p l i c a t i o n o f S k i l l / C o n c e p t – U s e o f i n f o r m a t i o n , c o n c e p t u a l k n o w l e d g e , p r o c e d u r e s , t w o o r m o r e s t e p s , e t c . ( e . g . , E x p l a i n w h y e a c h s k i l l c u e i s i m p o r t a n t t o t h e o v e r h a n d t h r o w . “ B y

s t e p p i n g f o r w a r d y o u a r e a b l e t o t h r o w t h e b a l l f u r t h e r . ” )

A N A L Y S I S “ T h e b r e a k d o w n o f a s i t u a t i o n i n t o

i t s c o m p o n e n t p a r t s . ”

S t r a t e g i c T h i n k i n g – R e q u i r e s r e a s o n i n g , d e v e l o p i n g a p l a n o r s e q u e n c e o f s t e p s ; h a s s o m e

c o m p l e x i t y ; m o r e t h a n o n e p o s s i b l e a n s w e r ; g e n e r a l l y t a k e s l e s s t h a n 1 0 m i n u t e s t o d o ( e . g . , D e s i g n 2 d i f f e r e n t p l a y s i n b a s k e t b a l l a n d e x p l a i n

w h a t d i f f e r e n t s k i l l s a r e n e e d e d a n d w h e n t h e p l a y s s h o u l d b e c a r r i e d o u t . )

S Y N T H E S I S A N D E V A L U A T I O N “ P u t t i n g t o g e t h e r e l e m e n t s & p a r t s t o f o r m a w h o l e , t h e n m a k i n g v a l u e

j u d g m e n t s a b o u t t h e m e t h o d . ”

E x t e n d e d T h i n k i n g – R e q u i r e s a n i n v e s t ig a t i o n ; t i m e t o t h i n k a n d p r o c e s s m u l t i p l e c o n d i t i o n s o f t h e

p r o b l e m o r t a s k ; a n d m o r e t h a n 1 0 m i n u t e s t o d o n o n - r o u t i n e m a n i p u l a t i o n s ( e . g . , A n a l y z e 3 d i f f e r e n t

t e n n i s , r a c q u e t b a l l , a n d b a d m i n t o n s t r o k e s f o r s i m i l a r i t i e s , d i f f e r e n c e s , a n d p u r p o s e s . T h e n ,

d i s c u s s t h e r e l a t i o n s h i p b e t w e e n t h e m e c h a n i c s o f t h e s t r o k e a n d t h e s t r a t e g y f o r u s i n g t h e s t r o k e

d u r i n g g a m e p l a y . ) h t t p : / / u w a d m n w e b . u w y o . e d u / w y h p e n e t / W A H P E R D h a n d o u t s / C O G N I T I V E % 2 0 C O M P L E X I T Y . d o c

FCAT Reading % of Points – Webb’s Depth of Knowledge

FCAT

Reading Grade

LOW(Recall- Sequence, Identify Figurative

Language)

MODERATE(Infer, Compare, Explain, Classify,

Summarize)

HIGH(Analyze, Multiple

Connections, Abstract

Reasoning)

3 25-35% 50-70% 5-15%

4 20-30% 50-70% 10-20%

5-7 15-25% 50-70% 15-25%

8 10-20% 50-70% 20-30%

9 10-20% 50-70% 20-30%

10 10-20% 45-65% 25-35%

Supporting Resources and Agencies

Alison Adler, Ed., D.– Safe Schools Institute at [email protected]

Dr. Richard J. Stiggins – Assessment Training Institute at www.assessmentinst.com

Dr. Jeff Howard – Efficacy Institute at www.efficacy.org

Education Trust at www.edtrust.org

Dr. Willard Daggett – International Center for Leadership in Education at www.daggett.com

mailto:[email protected]

http://www.assessmentinst.com/

http://www.efficacy.org/

http://www.edtrust.org/

http://www.daggett.com/

in your walkthroughs… do you see rigorous and relevant questions/assignments? high school learning...

Documents

education slide

foundational knowledge

use of knowledge

international center

knowledge high end rigor

store bits of knowledge

relevance framework

relevance rigor