Weekly Message

Monday, December 14, 2015

Essential Component of Classroom

“Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.”

P. Black & D. Williams (1998) inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappa, 80(2)

Intentionally Plan for and Intentionally Use!

Applying Webb's DOK Levels in Science

Level 1 Recall and Reproduction: requires 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.

Level 2 Skills and Concepts: 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.

Faculty Meeting, Wednesday, December 16th


Eberhart: All Grades/Art Room

Recap of first semester

Plan for second semester based on SRA feedback

Whole Group Math Alignment

All Grades

CFU - Padlet


Coach(es):Additional Information:

Farmer PLC: Implementation Check Up (Google Form)

Dearmond (With Dan)Writing Assessments (Doing the Work)

Watson dive into CFU data using G.F.eLearning Support - Infusing Assessments with TEIs (Google Forms - CFUs, grouping kids based on this info. 3-8th Grade Flubaroo)