1 / 11

Assessment and Higher-Order Thinking

Assessment and Higher-Order Thinking. ASSESSMENT SESSION 2. In life, almost everything we do requires using knowledge in some way, not jus t knowing it.” SUSAN M. BROOKHART. 1. Objectives:.

sstanley
Download Presentation

Assessment and Higher-Order Thinking

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessment and Higher-Order Thinking ASSESSMENT SESSION 2

  2. In life, almost everything we do requires usingknowledge in some way, not just knowing it.” SUSAN M. BROOKHART 1

  3. Objectives: • Self-assess questions, assessments, and tasks to determine the level of thinking and reasoning students are being asked to engage in • Ensure that students are engaging in thinking and reasoning across a range of levels in response to prompts that are thoughtfully sequenced

  4. Read and Reflect: • Read the excerpt from How to Assess Higher-Order Thinking Skills in Your Classroom by Susan Brookhart. • Highlight elements of the text that: • resonate with you, • reinforce your existing thinking, and/or • challenge your current teaching practice

  5. Share and Discuss: • To what extent are students at our school asked to recall information versus use that information? • What about in the questions we ask and the assessments we give?

  6. The Hess Matrix: • Synthesizes Bloom’s Taxonomy and Webb’s Depth of Knowledge • Provides a structure for thinking about thinking • Captures a continuum of increasingly deep thinking • Maps cognitive rigor based on both required skill complexity and necessary depth of knowledge

  7. The Hess Matrix 6

  8. Apply: • Analyze a sample assessment task for both required skill complexity and necessary depth of knowledge. • Add the question to the blank Hess Matrix to indicate where it resides. • Craft versions of your sample assessment task that align with each square of the matrix.

  9. Discuss: • What would you expect to learn about your students’ understanding or skills from each of the iterations of the task? • How is it useful to consider the same question at varied levels of skill complexity and depth of knowledge? • How can assessments sequence and scaffold students toward increasingly higher-order thinking?

  10. Learning Wrap-Up • Reflect on what you learned today. • How do your takeaways compare to the session’s Learning Objectives? How were these objectives addressed today? LEARNING OBJECTIVES: • Self-assess questions, assessments, and tasks to determine the level of thinking and reasoning students are being asked to engage in • Ensure that students are engaging in thinking and reasoning across a range of levels in response to prompts that are thoughtfully sequenced

  11. What’s next? • Learn more about frameworks for higher-order thinking • Repeat today’s activity with additional assessments • Revise with Analyzing Alignment of Questions to Higher-Order Thinking • Apply framework to unit planning • Analyze student work

More Related