What Do the Data Say?

Revised Bloom’s Taxonomy:A Tool for Rigor and Curriculum

Alignment

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Learning Targets

Participants will :

• Understand how to interpret four types of data to develop an Intervention Plan

• Apply RBT to evaluate curriculum, instruction, and assessment alignment

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What do the data make you think?

• Susie scored a Level 2 on her 2007-2008 Grade 8 Reading EOG.

• Susie scored a Level 2 in sixth and seventh grades, but her elementary scores were consistently higher.

• Susie is the oldest of three children who are being raised by a single mother.

• Susie’s mother is a college-educated registered nurse.

• Susie hates to read, but she likes soccer.• For the past two years, Susie’s reading teachers

have used the Brain Buster EOG test-prep series.

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Student Intervention Action Sheet Student: ___________________________________________ Concerns: _________________________________________________________ _________________________________________________________ _________________________________________________________

Data Teacher Reflection Intervention Strategies and Planning

Demographics

Reflect on the data. What does it tell you about this student’s needs?

List and describe the interventions you will implement for this student.

Student Learning List standardized and classroom data.

School Processes Describe the school and classroom processes which affect this student’s learning.

Perception Describe how this student perceives his/her learning and learning environment.

Further Data Describe what further data is needed to intervene effectively.

Sheet developed by Jennifer Morrison, Art of Educating.

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Using Revised Bloom’s to Align Curriculum

• Tagging the standards involves placing the appropriate knowledge level with the appropriate cognitive process

• Specifies the depth of mastery necessary for success

• Must have both components for the correct intersection

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Two Dimensions

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D6 D5 D4 D3 D2 D1D. MetacognitiveKnowledge

C6 C5 C4 C3 C2 C1C. ProceduralKnowledge

B6 B5 B4 B3 B2 B1B. Conceptual Knowledge

A6 A5 A4 A3 A2 A1 A. Factual Knowledge

1. REMEMBER

RecognizingRecalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATE

CheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

TEACHERCENTERED

STUDENTCENTERED

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S-V-O

• Circle verb. Underline the object (noun phrase).

• Rephrase the standard so that students and parents have a clear idea of what is expected.

• Determine the appropriate cell on the taxonomy.

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On the matrix… Where does the learning take place? Where does the instruction take place? Where is the assessment? Has alignment been achieved?

Questions to ask when tagging

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Tagging on the Taxonomy

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,

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Examples: Dimensions1.

Remember2.

Understand3.

Apply4.

Analyze5.

Evaluate6.

Create

A. Factual

knowledge

B. Conceptual knowledge

C. Procedural knowledge

D. Meta-

cognitive knowledge

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Students should learn to use laws of electricity and magnetism to solve

problems Activity: Ask

students to classify different types of

problems

Activity: Multiply two-digit numbers.

Activity: Remember strategies for monitoring decisions and choices.

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Alignment to Standard

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

A. Factual

knowledge

B. Conceptual knowledge

C. Procedural knowledge

D. Meta-

cognitive knowledge

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Instruction and formative assessment

Instruction and formative

assessment

Standard

Instruction and formative

assessment

Instruction and formative and

summative assessment

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1 Remember

2 Understand

3 Apply

4 Analyze

5 Evaluate

6 Create

A

Factual

B

Conceptual

ACTIVITY

1

ASSESS A

STANDARD / OBJECTIVE

ACTIVITY 2

ASSESS B

ACTIVITY

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C

Procedural

ACTIVITY 3

ASSESS D

ASSESS C

ACTIVITY

6

D

Meta-Cognitive

ACTIVITY 4

ACTIVITY 5

Unit Alignment Overlay

Alignment Activity

• Pick four of your grade level objectives– Elementary: one from each of your core subjects– Middle and high school: one from four of the course standards

• Tag where it fits on the Taxonomy Chart • Do the following for each objective…

– Write one instructional activity that aligns– Write one oral question that aligns– Write one test question that aligns

• Put the information on the forms provided and turn them in when the staff reassembles for debriefing.

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