MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C752D6.8E1ECA50" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C752D6.8E1ECA50 Content-Location: file:///C:/C95A9D69/ScienceDOKPartII.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Table 1: Examples for each of the Depth of Knowledge Levels in Scie= nce, based on Webb

Table 1:  Examples for each of the Depth = of Knowledge Levels in Science, based on Webb

(Adapted from Karin Hess, Center = for Assessment/NCIEA by the

Kentucky Department of Education, 2005)

Recall & Reproduction

(DOK 1)

Skills & Concepts/Basic Reaso= ning

(DOK 2)

Strategic Thinking/ Complex Reaso= ning

(DOK 3)

Extended Thinking/Reasoning<= /o:p>

(DOK 4)

a.      Recall= or recognize a fact, term, definition, simple procedure (such as one step), = or property

b.      Demons= trate a rote response

c.      Use a well-known formula

d.      Repres= ent in words or diagrams a scientific concept or relationship<= /p>

e.      Provid= e or recognize a standard scientific representation for simple phenomenon=

f.     &nbs= p;  Perform a routine procedure, such as measuring length<= o:p>

g.      Perfor= m a simple science process or a set procedure (like a recipe)

h.     Perfor= m a clearly defined set of steps

i.     &nbs= p;  Identify, calculate, or measure

 

 

 

NOTE: = If the knowledge necessary to answer an item automatically provides the answer, = it is a Level 1.

a.      Specif= y and explain the relationship between facts, terms, properties, or variables

b.      Descri= be and explain examples and non-examples of science concepts

c.      Select= a procedure according to specified criteria and perform it

d.      Formul= ate a routine problem given data and conditions

e.      Organi= ze, represent, and compare data

f.     &nbs= p;  Make a decision as to how to approach the problem=

g.      Classi= fy, organize, or estimate

h.     Compar= e data

i.     &nbs= p;  Make observations

j.     &nbs= p;  Interpret, information from a simple graph<= /span>

k.      Collec= t and display data

 

 

NOTE: = If the knowledge necessary to answer an item does not automatically provi= de the answer, then the item is at least a Level 2. Most actions imply more = than one step.

a.      Interp= ret information from a complex graph (such as determining features of the gra= ph or aggregating data in the graph)

b.      Use reasoning, planning, and evidence

c.      Explain thinking (beyond a simple explanation or using only a word or two to resp= ond)

d.      Justif= y a response

e.      Identi= fy research questions and design investigations for a scientific problem

f.     &nbs= p;  Use concepts to solve non-routine problems/more than o= ne possible answer

g.      Develo= p a scientific model for a complex situation

h.     Form conclusions from experimental or observational data

i.     &nbs= p;  Complete a multi-step problem that involves planning a= nd reasoning

j.     &nbs= p;  Provide an explanation of a principle

k.      Justif= y a response when more than one answer is possible

l.     &nbs= p;  Cite evidence and develop a logical argument for conce= pts

m.    <= /span>Conduc= t a designed investigation

n.     Resear= ch and explain a scientific concept

o.      Explain phenomena in terms of concepts

 

a.=       Select or devise approach among many alternatives to s= olve problem

b.=       Based on provided data from a complex experiment that = is novel to the student, deduct the fundamental relationship between several controlled variables.

c.=       Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and formi= ng conclusions

d.=       Relate ideas w= ithin the content area or among con= tent areas

a.      Develop generalizations of the results obtained and the strategies used and apply them to new problem situations

 

 

NOTE: = Level 4 activities often require an extended period of time for carrying out multiple steps; however, time alone is not a distinguishing factor if ski= lls and concepts are simply repetitive over time.

Depth of Knowledge as a “Ceiling”

Core Content statements are identified with a Depth of Knowledge (DOK) levels. T= his level represents the highest level (ceiling) that items will be designed for the Kentucky Core Content Test.

 

It is important to note, however, that items will also be developed below the ceiling level. Table 2 provides three examples of social studies core conte= nt statements with different “ceilings,” that is, the highest DOK Level at which an item could be assessed. Table 2 also indicates the other = DOK levels at which an item could be assessed.

 

Table 2:  Examples of Science Assessment Sta= ndards and Potential Assessment Items

Sample Science Assessment Standard

Ceiling

Potential DOK Levels for Assessme= nt

Example A: Perfo= rm a simple science process or a set procedure to gather data

1

1

(Measure temperature of water)=

Example B: Repr= esent data collected over a period time, making comparisons and interpretations=

2

1

(Measure temperature of water at different times/places)

2

(Construct a graph to organize, display, and compare data)

Example C: Interpret data collected f= or a research question for a scientific problem related to your environment

3

1

(Measure temperature of water at different times/places)

2

(Construct a graph to organize, display, and compare data)

3

(Design an investigation to explain the affect of varying temperatures of the riv= er in different locations)

 

Table 3:  Examples of Science Core Content Statements and Potential Assessment Items at all levels of DOK.

SC-07-= 1.1.1 Students will:

·           &nb= sp;         <= span style=3D'font-family:Arial;mso-bidi-font-family:"Times New Roman"'>classi= fy substances according to their chemical/reactive properties;

·           &nb= sp;         <= span style=3D'font-family:Arial;mso-bidi-font-family:"Times New Roman"'>infer = real life applications for substances based on chemical/reactive properties.

&= nbsp;

Simple experiments should be performed in order to provide data to support the conclusion that the chemical properties of a substance cause it to react = in predictable ways with other substances to form compounds with different characteristic properties. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways.  The patterns = which allow classification can be used to infer or understand real life applications for those substances. DOK 3

Recall and Reproduction

Skills & Concepts/Basic Reaso= ning<= /o:p>

Strategic Thinking/Complex Reason= ing<= /o:p>

Extended Thinking/Reasoning

Describe the characteristics of an acid or base.

Create a chart classifying several different substances into established categor= ies.

Create a chart listing practical applications of different substances and explain why those substances would be appropriate for the applications you sugges= t.

Conduct an investigation of different chemicals to determine which would be the b= est choice for a specific application, then test the results, analyze the data and form a conclusion.

SC-HS-= 4.6.8 Students will

·           &nb= sp;         <= span style=3D'font-family:Arial;mso-bidi-font-family:"Times New Roman"'>descri= be the connections between the functioning of the Earth system and its sources of energy (internal and external).

·         <= span style=3D'font-family:Arial;mso-bidi-font-family:"Times New Roman"'>predic= t the consequences of changes to any component of the Earth system. 

Earth systems have sources of energy that are internal and external to the Eart= h. The Sun is the major external source of energy. Two primary sources of in= ternal energy are the decay of radioactive isotopes and the gravitational energy from Earth’s original formation. DOK 3

Recall & Reproduction

Skills & Concepts/Basic Reaso= ning

Strategic Thinking/Complex Reason= ing

Extended Thinking/Reasoning<= /o:p>

Recite basic facts about Earth’s energy sources.

Recall definition of radioactive decay and gravitational energy.

Do computations relating to half-life.

Write a song or poem about Earth’s energy sources.

Make observations.

Collect and record data.

Organize and display data in charts/tables.

Explain the energy relationship between the Sun and the Earth

Systems.

Explain radioactive decay.

Explain the role of gravity in Earth’s formation.

Generate a research question and design an investigation.

Test effects of different variabl= es.

Student presentation of informati= on (explain internal and external sources of energy).

Defend a position (e.g., nuclear energy use, national energy policy).

Design and conduct an experiment.=

Student presentation of informati= on (relate effect of human activity on availability of energy).

Apply and adapt information to re= al world situations (e.g., C14 dating).

Apply ideas outside of science context (e.g., economic impact of hybrid vehicles).

Synthesize content from several resources (e.g., to make decisions regarding alternative power/fuel sourc= es).

Integrate concepts for a global understanding of energy (e.g., economics, environment, politics).

 

 

Depth of Knowledge is not verb dependent.  It is based on the cognitive complexity of the standard.<= /span>

 

Table 4: Same Verb used at 4 Depth of Knowledge Levels

&nb= sp;

VERB

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

 = ;

 = ;

List

List three properties that can be used to classify objects.

List three groups that a wooden object could be classified as belonging in.

List three unique objects and the physical properties that would prevent each of the objects from sharing a category with any of the others.=

List the de= sign steps (including the controlled variables) you would take to investigate<= span style=3D'mso-spacerun:yes'>  the best material for a specific purpose. Provide evidence from your investigation to support your conclusions.

Describe

Describe charac= teristics of metamorphic rocks.

Describe the difference between metamorphic and igneous rocks.

Describe a mod= el that you might use to represent the relationships that exist within the r= ock cycle.

Describe the approach you wo= uld take to ensure that the rock samples you collect are truly representative= of the geologic diversity of Kentucky.

 

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Support Materials for CCA Version 4.0 – Science

DRAFT – February 2006

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