Educators spend a great deal of time analyzing diagnostic, formative, and summative performance data to individualize instruction for their students. I find myself discussing the concept of critical thinking in many contexts, including curriculum planning, lesson ideas, and assessment. Aungst makes clear recommendations for teachers, including: reflecting on tasks, sorting the tasks we ask students to do, working collaboratively to review student groupings, analyzing groupings, and reworking Level 1 and 2 tasks to Level 3 or 4. While Aungst provides actionable ideas for teachers, I would like to propose a road map that includes students in the process.
Sharing the Depth of Knowledge Framework With Students
Bloom’s Taxonomy and Depth of Knowledge (DOK) | Rethinking Learning
The Depth of Knowledge DOK was developed in by Norman Webb, a research scientist from the Wisconsin Center for Education Research, to analyze how deep students think to answer questions and complete activities. Teachers can use these levels to write learning objectives and tasks to meet those objectives. Both versions classify the levels focusing on the verbs. Bloom vs. DOK 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. DOK refers to the complexity of thinking skills that a task requires.
The Five rules of writing objectives
The word rigor is hard to avoid today, and it provokes strong reactions from educators. Policy makers tout its importance. Publishers promote it as a feature of their materials.
It is often quite difficult to relate inputs to outcomes in the world of education. Traditionally, much work has been done to develop and provide inputs into the process of education. These inputs, such as a textbook, an assessment, a learning technology or platform, a course, a qualification, a high-stakes test or professional development for teachers are put into the hands of an educational leader, a skillful teacher, or an eager student. And, for all of the investment, expertise, and care that go into their creation, that has typically been where the involvement ends. Rarely has one been able to measure or predict the learning outcomes from using these inputs.