state crt/hspe ability levels correspondence to bloom’s taxonomy of the cognitive domain...
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State CRT/HSPE State CRT/HSPE AbilityAbility LevelsLevels
Correspondence to Bloom’s Correspondence to Bloom’s Taxonomy of the Cognitive Taxonomy of the Cognitive
Table of Table of RelationsRelationsCRT/HSPE item ability levels are related CRT/HSPE item ability levels are related to the levels of Bloom’s Taxonomy.to the levels of Bloom’s Taxonomy.
CRT/HSPE Item CRT/HSPE Item Ability LevelsAbility Levels
Bloom’s Bloom’s TaxonomyTaxonomy
A1A1 KnowledgeKnowledge
A2A2 ComprehensionComprehension
ApplicationApplication
AnalysisAnalysis
Workbook pp. 23 & 29
Bloom’s Bloom’s KnowledgeKnowledge
Task:Task: Remembering information in a Remembering information in a form very close to that in which it form very close to that in which it was originally encounteredwas originally encountered
(Marzano, (Marzano, 2007) 2007)
Workbook p. 23
Bloom’s Bloom’s KnowledgeKnowledge
Mental Processes:Mental Processes: Recognition – matching new information Recognition – matching new information
or procedural knowledge with information or procedural knowledge with information or procedures stored in memoryor procedures stored in memory
Recall – producing related information or Recall – producing related information or procedural knowledge procedural knowledge
(Marzano, 2007)(Marzano, 2007)
Workbook p. 23
Bloom’s Bloom’s KnowledgeKnowledge
Assessment Item CharacteristicsAssessment Item Characteristics simple repetition of factssimple repetition of facts the knowledge of processes for dealing the knowledge of processes for dealing
with factswith facts student’s awareness of criteria, student’s awareness of criteria,
methods, and processes.methods, and processes.
(Measured (Measured Progress, 2006) Progress, 2006)
Workbook p. 23
This item requires students to recall the process of finding the range of a set of data.
Bloom’s Bloom’s KnowledgeKnowledge (A1) (A1) Sample ItemSample Item
Workbook p. 25
Bloom’s Bloom’s ComprehensionComprehension
Tasks:Tasks: Making inferences about general Making inferences about general
knowledge and explicitly stated information knowledge and explicitly stated information using basic reasoning skills using basic reasoning skills
Representing key or critical information (i.e. Representing key or critical information (i.e. cause and effect, characteristics, problem cause and effect, characteristics, problem and solution, generalization, sequence)and solution, generalization, sequence)
(Marzano, 2007)(Marzano, 2007)
Workbook p. 30
Bloom’s Bloom’s ComprehensionComprehension Mental Processes:Mental Processes:
Integration of new and old knowledge by the Integration of new and old knowledge by the deletion of knowledge not directly related deletion of knowledge not directly related
GeneralizationGeneralization Creation of a symbolic representation of the Creation of a symbolic representation of the
knowledge via verbatim recall of information knowledge via verbatim recall of information and sensory images of experiences (mental and sensory images of experiences (mental pictures, smell, taste, touch, sound)pictures, smell, taste, touch, sound)
(Marzano, 2007) (Marzano, 2007)
Workbook p. 30
Bloom’s Bloom’s ComprehensionComprehension
Characteristics of Assessment Characteristics of Assessment ItemsItems translate or paraphrase a communication translate or paraphrase a communication
from one form to another from one form to another derive the essential meaning of a derive the essential meaning of a
communication communication
(Measured Progress, (Measured Progress, 2006) 2006)
Workbook p. 30
Bloom’s Bloom’s ComprehensionComprehension (A2)(A2)
Sample ItemSample Item
Workbook p. 31
Bloom’s Bloom’s ApplicationApplication
Tasks:Tasks: Inferring implicit Inferring implicit procedural informationprocedural information
using basic reasoning skills using basic reasoning skills Representing key or critical information Representing key or critical information
aboutabout procedural knowledgeprocedural knowledge (i.e. cause (i.e. cause and effect, characteristics, problem and and effect, characteristics, problem and solution, generalization, sequence) solution, generalization, sequence)
(Marzano, 2007) (Marzano, 2007)
Workbook p. 35
Bloom’s Bloom’s ApplicationApplication
Mental Processes:Mental Processes: Integration of new and old Integration of new and old procedural procedural
knowledgeknowledge by the deletion of knowledge not by the deletion of knowledge not directly relateddirectly related
GeneralizationGeneralization Creation of a symbolic representation of the Creation of a symbolic representation of the
procedural knowledgeprocedural knowledge via verbatim recall of via verbatim recall of information and sensory images of experiences information and sensory images of experiences (mental pictures, smell, taste, touch, sound, (mental pictures, smell, taste, touch, sound, kinesthetic)kinesthetic)
(Marzano, 2007) (Marzano, 2007)
Workbook p. 35
Bloom’s Bloom’s ApplicationApplication
Characteristics of Assessment Characteristics of Assessment ItemsItems Use the information they know to apply Use the information they know to apply
what they have learned—they are not what they have learned—they are not told how to apply the information.told how to apply the information.
(Measured Progress, (Measured Progress, 2006) 2006)
Workbook p. 35
Bloom’s Bloom’s ApplicationApplication (A2) (A2)
Sample ItemSample Item
Workbook p. 36
Bloom’s Bloom’s AnalysisAnalysis
Task:Task: Identifying similarities and differencesIdentifying similarities and differences
Workbook p. 38
Bloom’s Bloom’s AnalysisAnalysis
Mental Processes:Mental Processes: Specification of attributes on which items Specification of attributes on which items
being matched are to be analyzedbeing matched are to be analyzed Determination of how items are alike and Determination of how items are alike and
differentdifferent Precise explanation of similarities and Precise explanation of similarities and
differencesdifferences
(Marzano, 2007) (Marzano, 2007)
Workbook p. 38
Bloom’s Bloom’s AnalysisAnalysis
Characteristics of Assessment Characteristics of Assessment ItemsItems separate the material, situation, or separate the material, situation, or
environment into its component parts environment into its component parts focus on the relationships among these focus on the relationships among these
parts to each other and to the total parts to each other and to the total structural organizationstructural organization
(Measured Progress, 2006) (Measured Progress, 2006)
Workbook p. 38
If you have any questions, please contact If you have any questions, please contact
your school Site Trainer, or the WCSD Data your school Site Trainer, or the WCSD Data
Management System Team atManagement System Team at
[email protected]@washoe.k12.nv.us
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