![]() In the same example, while using a mathematical formula to solve a problem, students are recalling the information or formula (DoK 1) in order to solve the problem (DoK 2 & DoK 3). In DoK, when measuring the assessments, students are moving fluidly through all the levels. This might mean that the objectives are given in incremental steps to show the progression of learning. So, if the objective is to use a mathematical formula (Application), they first must be able to identify that formula and its basic purpose (Remember and Understand). Also, Bloom’s Taxonomy requires that students master the lower levels of cognition before moving onto the next. In other words, Bloom’s provides the instructional framework, while DoK analyzes the specifics of the assignments. Bloom’s is better used in measuring the instruction, objective, or cognitive rigor while DoK is better used in measuring the actual assessment itself. While the DoK is focused more on the context-the scenario, the setting, or the situation-in which students are expected to express the learning. Bloom’s Taxonomy measures the cognitive level students are expected to show in order to prove a learning experience occurred. The major difference between these two conceptual frameworks is what is being measured. This requires going beyond the standard learning and asking, how else can the learning be used in real world contexts. Level 4 (Augmentation) is extended thinking.Explains how concepts and procedures can be used to provide results. 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. ![]()
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