the quest for rigor

2010 Arizona English Arts Standards

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Goals:• Participants will understand the difference between cognitive

demand, Bloom’s taxonomy, Webb’s Depth of Knowledge and use the Hess Matrix to better understand Depth of Knowledge and Bloom’s Taxonomy

• Participants will create their personal definition of Cognitive Rigor

• Participants use the Hess Cognitive Rigor Matrix to better understand Depth of Knowledge

Essential Questions• What is the relationship between Bloom’s Taxonomy,

Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix?

• How will teachers design rigorous instruction?• What is your definition of rigor?

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What students shouldbe able to do . . .

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04/19/23 4Tab: Module 3 The Quest for Rigor Activities and Handouts

Text Complexity Grade

Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned

toCCR Expectations

K–1 N/A N/A2–3 450–725 450–7904–5 645–845 770–9806–8 860–1010 955–1155

9–10 960–1115 1080–130511–CCR 1070–1220 1215–1355

Text Complexity Grade Bands and Associated Lexile Ranges (Lexiles)


What is Rigor?

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1. Harsh inflexibility in opinion, temper, or judgment: severity

2. The quality of being unyielding or inflexible: strictness3. Severity of life: austerity: an act or instance of

strictness, severity, or cruelty4. A tremor caused by a chill5. A condition that makes life difficult, challenging, or

uncomfortable6. Strict precision; exactness7. Rigidity, stiffness; rigidness or torpor of organs or

tissue that prevents response to stimuli: rigor mortis1004/19/23

Highlight the nouns, verbs and phrases that resonate with you.

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Expectations for Student Performance (Cognitive Demand)

Skill/ConceptRecallStrategicThinking

ExtendedThinking

Acquire Use Extend

Memorize/RecallPerform

ProceduresAnalyze/

InvestigateEvaluate

Generate/Demonstrate

English Language Arts & Reading

Rigor Increases and Overlaps

Remember Understand Apply Analyze Evaluate Create

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Tab: Rigor-DOK Activity 04/19/23 13

Writing Standard 6

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Kindergarten: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

First and Second Grades: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Third Grade: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.04/19/23 15

Fourth Grade: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Fifth Grade: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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Sixth Grade: *Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Seventh Grade: Use technology, including the internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*

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Eighth Grade: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others, including linking to and citing sources.

Ninth and Tenth Grades: Use technology, including the internet, to produce, publish individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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Eleventh and Twelfth Grades: Use technology, including the internet, to produce, publish and update individual or shared writing products, in response to ongoing feedback, including new arguments or information.*

College and Career Readiness Anchor Standard for Writing – Standard 6Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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Old… Informative Text Persuasive Text Determine the author’s

purpose for writing the persuasive text

Literary Text Literary Elements Identify the narrative point

of view

New… Reading Informative Text Craft and Structure Determine an author’s point of

view or purpose in a text and explain how it is conveyed in the text

Reading Literature Craft and Structure Analyze a particular point of view

or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

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OLD PO:R06.S3C3.PO1 Determine the author’s

purpose for writing the persuasive text

OLD ASSESSMENT: Multiple Choice

OLD INSTRUCTION: Perhaps less authentic Test prep materials could

be “good enough” LA teacher responsible

NEW STANDARD:6.RI.6 Determine an author’s point of

view or purpose in a text and explain how it is conveyed in the text

NEW ASSESSMENT: Multiple Choice-higher level OR Essay analyzing how author’s

purpose is conveyed

NEW INSTRUCTION: Deep understanding, authentic

application All teachers responsible

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K-12 Reading Informational Text Read Standard 2 from K to12 Read a vertical column for any grade Read two grades, vertically, and

compare/contrast

Handouts and Activities Tab: Standards Activity04/19/23 22

What are some implications for the transition to Common Core State Standards?

Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/19/23 23

mailto:[email protected]

Before we begin…

Take a couple of minutes to write your personal definition of “cognitive rigor” as it relates to instruction and learning.

Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected]

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mailto:[email protected]

Five Categories of Cognitive Demand

•Each category is defined by a list of descriptors.

•The list of descriptors is not exhaustive.

•Each category has an associated letter (B-F).

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BMemorize/Recall

FEvaluate/Integrate

CPerform Procedures/

Explain

DGenerate/Create/

Demonstrate

EAnalyze/Investigate

Cognitive Demand Sorting Activity

04/19/23 26Handouts and Activities Tab: Standards Activity

First Things First: Each table will use one Cognitive Demand game board.

Cognitive Demand descriptor cards will be distributed.

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Each table/team will need 1 set of cards

Participants then will distribute the cards and discuss each descriptor card before placing it onto the pie chart.

Question: What do you notice about the placement of the cards? Are some categories “covered” with cards and others have very few? What does this reveal? Talk at your tables.

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Little Red Riding Hood

•What is a basic comprehension question you might ask?

•What is a more rigorous question you might ask?

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Karen Hess-Full Version 23 minutes

Karen Hess-Short Version 2.5 minutes

Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process

Dimensions-ELA

Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH [email protected]

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Bloom What type of thinking (verbs) is needed to

complete a task?

Webb How deeply do you have to understand the

content to successfully interact with it? How complex or abstract is the content?


The intended student learning outcome determines the DOK level. What mental processing must occur?

While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor /DOK level.

Describe the process of photosynthesis. Describe how the two political parties are alike

and different. Describe the most significant effect of WWII on

the nations of Europe.Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/19/23 35

For this activity you will need:

1. Cognitive Rigor Matrix2. Bloom’s Cognitive Process Dimensions


Cognitive Rigor MatrixBloom’s TaxonomyCRM Blank TemplateAssigned Verb from Bloom

Find your verb on the template.

You will work across the row, designing questions/activities that correspond to each of the four Depth of Knowledge levels.

Write your assigned verb at the top of your chart paper then add your DOK Level and activities and questions below.

Be ready to share with the whole group.

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Raise Level of ContentIncrease ComplexityGive appropriate support and

guidanceOpen your focusRaise Expectations

Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com

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Valuing DepthIncreasing Text DifficultyCreating ConnectionsEvaluating ContentReviewing without Repetition


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Complexity through ProjectsComplexity in WritingComplexity as You Assess

Prior KnowledgeComplexity with VocabularyComplexity in Review Games


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Scaffolding During Reading Activities

Modeling Expected Instructional Behaviors

Providing Clear ExpectationsChunking Big TasksMultiple Opportunities to Learn

Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com 04/19/23 44

Open-ended QuestioningOpen-Ended ProjectsOpen-ended Choices for

Students


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Expecting the BestExpanding the VisionLearning is NOT OptionalTracking ProgressCreating a Culture


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Share with your table.

Discuss: What have we learned in our Quest for Rigor?

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Essential Questions•What is the relationship between Bloom’s Taxonomy, Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix?

•How will teachers design rigorous instruction?

•What is your definition of rigor?

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Using the document as a foundation for building teacher understanding about the 2010 Arizona English Language Arts Standards, think about what you have learned and what you will take back to your site.

Got it Covered First Steps Next Steps Down the Road

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Common Core State Standards:www.ade.az.gov/standards/commoncorestandards/default.asp

Center for K-12 Assessment & Performance Management at ETSAssessment Articlewww.k12center.org Achieve-Information about PARCC www.achieve.org/

Surveys of Enacted Curriculumhttp://seconline.wceruw.org/Reference/K12Taxonomy08.pdf

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the quest for rigor

Documents

rigor activities

definition of rigor

rigor mortis

hess cognitive rigor

use technology

rigordok activity

writing standard

webbs depth of knowledge