1. Depth of Knowledge A HEAP of Complexity

2. BLOOM’S TAXONOMYBLOOM’S REVISED TAXONOMY KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” UNDERSTAND Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining) APPLICATION “The use of abstractions in concrete situations.” APPLYING Carrying out or using a procedure in a given situation (e.g., executing, implementing) ANALYSIS “The breakdown of a situation into its component parts.” ANALYZING Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing) SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” EVALUATE Making judgments based on criteria and standards (e.g., checking, critiquing) CREATING Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing) Cognitive Complexity Factual Knowledge TerminologyTerminology Specific detailsSpecific details Conceptual Knowledge Classification, categoriesClassification, categories Principles, generalizationsPrinciples, generalizations Theories, models, structuresTheories, models, structures Procedural Knowledge Subject specific skillsSubject specific skills Subject specific techniquesSubject specific techniques Criteria for determining correctCriteria for determining correct use of appropriate procedures Metacognitive Knowledge Strategic knowledgeStrategic knowledge Knowledge about cognitive tasksKnowledge about cognitive tasks Self-knowledgeSelf-knowledge

3. BLOOM’S TAXONOMYBLOOM’S REVISED TAXONOMY KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” UNDERSTAND Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining) APPLICATION “The use of abstractions in concrete situations.” APPLYING Carrying out or using a procedure in a given situation (e.g., executing, implementing) ANALYSIS “The breakdown of a situation into its component parts.” ANALYZING Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing) SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” EVALUATE Making judgments based on criteria and standards (e.g., checking, critiquing) CREATING Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing) Cognitive Complexity

4. BLOOM’S REVISED TAXONOMYWEBB’S DEPTH OF KNOWLEDGE REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling) Recall – Recall of a fact, information, or procedure (e.g., What are the Red Cross Emergency Action steps [check, call, care]?) UNDERSTAND Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining) APPLYING Carrying out or using a procedure in a given situation (e.g., executing, implementing) Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Given a emergency scenario, students determine the care needed for a victim, and explain the reason for their actions). ANALYZING Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing) Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 363 –ER – Stressed due to parents’ divorce; Crunched for time; Signs of stress – ways to relieve stress – why managing stress is important to health.) EVALUATE Making judgments based on criteria and standards (e.g., checking, critiquing) CREATING Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing) Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Task 608 – Welcome to Health High – Create fact sheet/brochure from research activity) Cognitive Complexity

5. Selected Response Constructed Response Performance Events, Tasks, Portfolios Task selected answers create short answers create complex product Time 1 class period 1 or more classes Scoring right/wrongcontent/skills Character -istic broad coverage; little depth; objective some depth; some coverage; subjective less coverage; greater depth; subjective Generally reveals what students do not know what students know what students can do HEAP Assessment Modes

6. Selected Response Extended Response Short Answer Portfolio Performance Tasks Events Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Module 332 – Describe safety rules for pool and explain why the rules are necessary) Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 350 – Devise a 2-step plan to stay tobacco-free through high school & beyond.) Recall – Recall of a fact, information, or procedure (e.g., What is the FIT principle?) Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g. Task 610 – Record, analyze, & evaluate strategies used by alcohol companies in promoting their product during sporting event on television,) A HEAP of Cognitive Complexity

7. K-45-89-12 AOD103-1220-2633-4 MH122-1502-3321-2 TOB122-2507-3602-4 PA406-2201-2616-3 CEH131-1211-2334-2 NUT415-2513-4622-4 INJ404-3520-3615-4 FLS101-1515-4610-4 PCH113-1225-2620-3 Alignment & Balance of Representation Do Assessments Align For Cognitive Complexity? Do Assessments Align For Cognitive Complexity? Is there an appropriate balance? (mode, complexity) (mode, complexity) Assessments are denoted by SCASS-HEAP module number (e.g., 100-600) and Webb’s Depth of Knowledge (1-4)