Cognitive Test QuestionsD-Quadrant Teaching

Rubrics

Part 1: Monday November 7th 2011

Part 2: Monday November 14th 2001

Return Graded WorkReflections on Lesson TeachingTonight’s Material

Final Meeting during Final Exam week

To Start …

Cognitive: acquisition of knowledge and skill by listening, watching, touching, AND experiencing.

To learn by using their reason, intuition, and perception. Learner then processes and remembers new information

through a variety of learning activities.

What are Cognitive Questions?

The 3 R’s:RigorRelevanceRelationships

Relationships are the connections the students make to the content/material … via the types of instructional activities that YOU THE TEACHER create/implement.

Rigor & Relevance are done through the D-QUADRANT!

How do we teach to the Cognitive Learning Model?

Rigor & Relevance for Today’s ClassroomKNOWLEDGE

A P P L I C A T I O N

A B

DC

TeacherWork

StudentThink

StudentThink & Work

StudentWork

AKnowledge in one discipline

BApply

knowledge in one discipline

CApply

knowledge across

disciplines

DApply

knowledge to real world

predictable situations

EApply

knowledge to real world

unpredictable situations

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

A B

C D

Acquisition

Application

Assimilation

Adaptation

Know

ledge

Application©International Center for Leadership in Education

Part 1 HomeworkAssessment Reflection Questions:

1. What do you remember was the best way you were assessed?

2. What do you remember was the worse way you were assessed?

3. What types of assessments did you do best on?

4. What types of assessments did you do worse on?

5. List your IDEAL preferences for the most authentic & reflective way to assess your students.

Write Quiz! / Print 6 copies / Peers will critique

Part 2 …Asking Questions in the ClassroomUnderstanding Open and Closed Questions

Closed questionsTest factual knowledgeContain limited range of correct responses

Open questionsBuild upon factual knowledgePromote higher-order thinking

Reflecting on Questions You’ve UsedReflect on the questions used in collaborative

units you’ve done

Rigor

Intel: Teaching Thinking with Technology

Three Levels of QuestionsEssential Questions

Are overarching, foundational “big idea” questions

Can help focus several unitsCan be used over the course of a yearExample:

What does it take to change the world?

Rigor

Intel: Teaching Thinking with Technology

Three Levels of QuestionsUnit Questions

Are unit-specific, open-ended questions

Help build understanding for the Essential Question

Example:Why leave one’s home to

make a new life in a strange land?

Rigor

Intel: Teaching Thinking with Technology

Three Levels of QuestionsContent Questions

Are supporting, fact-based questions

Are categorized as closed questions

Help strengthen and develop students’ understanding of larger questions

Examples:What route did the early

explorer’s take?What were the explorers

looking for?

Rigor

Intel: Teaching Thinking with Technology

Curriculum-Framing QuestionsIndividual Practice with

Questions Determine Essential Questions Identify Essential, Unit, and

Content Questions Review “big idea” conceptsWith a Partner Exchange questions created Help each other revise

Essential Questions using big ideas as neededRemember to write

questions in student-appropriate language

Rigor

Intel: Teaching Thinking with Technology

How can you make it authentic? InstructionAssessmentPerformance-Based Learning Inquiry-Based ProjectsCollaboration Work

Relevance

Authentic Instruction deserves Authentic AssessmentsA form of assessment in which students are asked to

perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller

"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

“Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

Assessing All This …

Traditional ---------------------AuthenticSelecting a Response -------- Performing a TaskContrived ----------------------- Real-lifeRecall/Recognition ------

Construction/ApplicationTeacher-structured --------- Student-structuredIndirect Evidence ------------ Direct Evidence

Traditional versus Authentic

Authentic Assessments are also known as:-Performance Assessment-Alternative Assessment-Direct (Application) Assessment

EXAMPLES!

Rubrics: a scoring scale used to assess student performance along a task-specific set of criteria

Typically take the form of a grid with row headings describing the assessed criteria and columns noting the point value per each criteria.

Assessing Authentic Assessments

Let’s look at

some examples

online!

Write UNIT EXAM!!!Timing = 40-60 minutes (for you to do)

Variety of questions(MC, Vocab, T/F, Q/A, Written Response)

Other items …Finalize Lesson Plans & PortfolioResource Guide construction

For Next Week …