![]() ![]() Complexity increases here and involves planning, justification, and complex reasoning. Level 3 (Analysis) involves strategic thinking.Students use learned concepts to answer questions. Level 2 (Knowledge Application) are skills and concepts.Remembering facts or defining a procedure. Level 1 (Acquired knowledge) involves recall and reproduction.This framework consists of 4 levels, level 1 being the simplest and level 4 being the most complex. Standardized assessments measured how students think about a content and the procedures learned but did not measure how deeply students must understand and be aware of a learning so they can explain answers and provide solutions, as well as transfer what was learned in real world contexts (Francis, 2017).Įssentially, the goal of DoK is to establish the context-the scenario, the setting, or the situation-in which students express the depth and extent of the learning (Francis, 2017). The creation of the DoK stemmed from the alignment of standards to assessments. Norman Webb developed the DoK to categorize activities according to the level of complexity in thinking. Webb’s Depth of Knowledge (DoK)ĭepth of Knowledge or DoK is another type of framework used to identify the level of rigor for an assessment. Bloom’s Taxonomy is a framework to assist in instruction and when measuring the cognitive rigor of a lesson. In other words, a learner must master the lower levels before moving on to the next. One thing to keep in mind is that Bloom’s Taxonomy builds on each other. Create is to develop something new based on all the learning.Evaluate is critiquing or making a judgement based on research.Analyze, breaks down parts of a concept for deeper analysis.Apply requires some level of implementation or to follow a procedure.Understand is to summarize or classify.Remember involves being able to recall, defining, or labelling.The breakdown of each category is shown below: As before, these six categories start from the simplest ( remember), to the most complex ( create).Īs you move through the categories, you have a better picture for the level of cognitive rigor involved in a learning. One of the biggest change is switching the order of Evaluation/Evaluate to come after Synthesis/Create (Armstrong, 2017). However, the essential meaning of the concepts did not change. The terms changed from nouns to verbs, such as knowledge to remember and comprehension to understand. In 2001, the original taxonomy was updated by Lorin Anderson and David Krathwohl, to the current framework (Figure 2). Figure 2: Bloom’s Taxonomy, Updated Framework
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