Bless Assessing Higher Order Thinking
Bless Assessing Higher Order Thinking
Bless Assessing Higher Order Thinking
ASSESSING HIGHER
ORDER THINKING
Helping educators to find
new Vision in their work Tools for Analyzing Student Performance Tasks
Session Objectives
¨ Explore ways to define and assess higher-order
thinking
¨ Revisit rubrics—definition and use
consistent use of a variety of adequate use of transitional inconsistent use of transitional few or no transitional strategies
transitional strategies to clarify strategies with some variety to strategies and/or little variety are evident
the relationships between and clarify the relationships
among ideas between and among ideas
Purpose/Organization
logical progression of ideas from adequate progression of ideas uneven progression of ideas frequent extraneous ideas are
beginning to end from beginning to end from beginning to end; and/or evident; may be formulaic
formulaic
effective introduction and adequate introduction and introduction or conclusion, if introduction and/or conclusion
conclusion conclusion present, may be weak may be missing
controlling or main idea of a controlling or main idea of a controlling or main idea may may be very brief or have a
topic is clear, focused, and topic is clear and mostly be clearly focused but is major drift
strongly maintained maintained, though some insufficiently sustained
loosely related material may be
present controlling or main idea may focus may be confusing or
controlling or main idea of a be unclear and/or somewhat ambiguous
topic is introduced and main idea of the topic is unfocused
communicated clearly within adequate within the purpose,
the purpose, audience, and audience, and task
task
Analytic Example
DRAFT: 12-3-12
4-Point
Informative-Explanatory
Performance Task Writing Rubric (Grades 3–5)
Score 4 3 2 1 NS
The response provides thorough The response provides adequate The response provides uneven, The response provides minimal Unintelligible
and convincing support/evidence support/evidence for the cursory support/evidence for the support/evidence for the In a language
for the controlling idea or main controlling idea or main idea that controlling idea or main idea that controlling idea or main idea that other than
idea that includes the effective includes the use of sources, facts, includes uneven or limited use of includes little or no use of English
use of sources, facts, and details. and details. The response sources, facts, and details. The sources, facts, and details. The Off-topic
The response clearly and adequately elaborates ideas, response elaborates ideas response’s elaborates of ideas is Copied text
effectively elaborates ideas, using employing a mix of precise with unevenly, using simplistic vague, lacks clarity, or is Off-purpose
precise language: more general language: language: confusing:
Evidence/Elaboration
comprehensive evidence from some evidence from sources is evidence from sources is weakly evidence from the source
sources is integrated integrated integrated, vague, or imprecise material is minimal, absent,
incorrect, or irrelevant
references are relevant references may be general references may be vague, references may be absent or
imprecise, or absent incorrect
effective use of elaborative adequate use of elaborative weak or uneven use of minimal, if any, use of
techniques techniques elaborative techniques elaborative techniques
Organization
2 The response:
• has a logical organizational pattern and conveys a sense of wholeness and
completeness; advances the narrative and has a conclusion
• maintains consistent focus on the topic, purpose, or main idea
• provides transitions to connect ideas
1 The response:
• has an uneven organizational pattern; advances the narrative but may lack a
conclusion
• demonstrates some focus on the topic, purpose, or main idea; lapses may occur
• provides weak or inconsistent transitions
0 The response:
• has little or no organizational pattern
• demonstrates little or no focus
• provides poorly utilized or no transitions
Common Misconceptions About Rubrics
Bloom: Webb
¨ What type of thinking ¨ How deeply do you
is needed to complete have to understand the
a task? content to successfully
interact with it?
SBAC Uses Webb’s ¨ How complex or
Create a PowerPoint
presentation about your Rubric Component Points
country. Include information
about the location, form of Information/Content: 30
government, climate, flora Creativity 20
& fauna, major industries &
resources, major religions, Directions Followed 10
capital, and so on.
Task & Rubric Revision Example 1 (after)
What does this teacher actually want to assess on this component of the rubric?
Task & Rubric Revision Example 2 (after)
Assignment: Write a review that piques readers’ interest and
persuades them to go see one of the plays the class has read.
Rubric Component: Persuasion Score
assessment?
¨ Do all of the items align with the standards
C
Create
t - Brainstorm ideas
about a topic
- Generate
conjectures based on
- Synthesize
information within
- Synthesize
information across
observations or prior one source or text multiple sources or
knowledge texts
SBAC Example: Grade 4 ELA Task
¨ Read an article and watch a video about what
some animals do to defend themselves from danger;
answer three questions about what you have
learned; write an article that explains how some
animals defend themselves.
SBAC Example: Grade 4 ELA Questions
1. What does the article tell you about why some animals
curl up? Use details from the article to support your
answer.
2. Think about the animals described in the article. In what
way are their defenses similar or different? Explain your
answer using details from the article.
3. In the video, the puffer fish and the crab were both
successful in protecting themselves from the same enemy.
Do the puffer fish and the crab have the same type of
defense? Explain your answer and include details from
the video in your response.
SBAC Example: Grade 11 Math
¨ Task: Organize and analyze data to model the
relationship between temperature and the chirping
rates of snowy tree crickets. Develop an equation to
describe the relationship, and compare your
mathematical model to another formula.
¨ Task Purpose: To assess students’ ability to use new
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