![]() Norman Webb identified four levels for assessing the DOK of content standards and assessment items. ![]() All levels of DOK have a place in a rigorous curriculum.Ĭompletely aligned standards and assessments require an assessment system designed to measure in some way the full range of cognitive complexity within each specified content standard. the difficulty of what they are learning.The verbs are a valuable guide, but they can sometimes be used at more than one level. the complexity of mental processing that must occur to complete a task.What comes after the verb is more important than the verb itself. DOK refers to the complexity of thinking skills that a task requires. Anderson/Krathwohl ĭOK is the degree of depth or complexity of knowledge standards and assessments require this criterion is met if the assessment is as demanding cognitively as the standards of the expectations are set for students. Judge, assess, compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select, estimate, validate, consider, appraise, value, criticize, inferĬreate is about reorganizing elements into a new pattern or structure through generating, planning, or producing. Create requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product.īloom vs. ![]() Evaluation: The ability to judge, check, and even critique the value of material for a given purpose with example verbs. The revised taxonomy puts evaluate before create to be a necessary action before one creates anything.Ħ. Synthesis: The ability to put parts together to form a coherent or unique new whole with example verbs.Ĭompose, produce, design, assemble, create, prepare, predict, modify, tell, plan, invent, formulate, collect, set up, generalize, document, combine, relate, propose, develop, arrange, construct, organize, originate, derive, write, proposeĮvaluate is about making judgments based on criteria and standards through checking and critiquing to demonstrate the processes of evaluation. When learners analyze, they can illustrate a mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.ĥ. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood with example verbs.Īnalyze, compare, probe, inquire, examine, contrast, categorize, contrast, investigate, detect, survey, classify, deduce, experiment, scrutinize, discover, inspect, dissect, discriminate, separateīreak materials or concepts into parts to determine how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Apply relates to or refers to situations where learned material is used through products like models, presentations, interviews, or simulations.Ĥ. Application: The ability to use learned material, or to implement the material in new and concrete situations with example verbs.Īpply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, practice, calculate, show, exhibit, dramatizeĬarry out or use a procedure through executing, or implementing. ![]() Restate, locate, report, recognize, explain, express, discuss, describe, review, infer, illustrate, interpret, draw, represent, differentiate, concludeĬonstruct meaning from different types of functions either as written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.ģ. Comprehension: The ability to grasp or construct meaning from the material with example verbs. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.Ģ. Recognizing or recalling knowledge from memory. Know, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, acquire Knowledge: Remembering or retrieving previously learned material with example verbs. ![]()
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