HESS COGNITIVE RIGOR MATRIX (READING CRM):



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TOOL 1 HESS COGNITIVE RIGOR MATRIX (READING CRM): Applying Webb s Depth-of-Knowledge Levels to Bloom s Cognitive Process Dimensions Revised Bloom s Taxonomy Webb s DOK Level 1 Recall & Reproduction Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify o Recall, recognize, or locate basic facts, terms, details, events, or ideas explicit in texts o Read words orally in connected text with fluency & accuracy Webb s DOK Level 2 Skills & Concepts Webb s DOK Level 3 Strategic Thinking/Reasoning Webb s DOK Level 4 Extended Thinking Use these Hess CRM curricular examples with most close reading or listening assignments or assessments in any content area. Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models o Identify or describe literary elements (characters, setting, sequence, etc.) o Select appropriate words when intended meaning/definition is clearly evident o Describe/explain who, what, where, when, or how o Define/describe facts, details, terms, principles o Write simple sentences o Specify, explain, show relationships; explain why (e.g., cause-effect) o Give non-examples/examples o Summarize results, concepts, ideas o Make basic inferences or logical predictions from data or texts o Identify main ideas or accurate generalizations of texts o Locate information to support explicit-implicit central ideas o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference) o Identify/ make inferences about explicit or implicit themes o Describe how word choice, point of view, or bias may affect the readers interpretation of a text o Write multi-paragraph composition for specific purpose, focus, voice, tone, & audience o Explain how concepts or ideas specifically relate to other content domains (e.g., social, political, historical) or concepts o Develop generalizations of the results obtained or strategies used and apply them to new problem-based situations Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Use language structure (pre/suffix) or word relationships (synonym/ antonym) to determine meaning of words o Apply rules or resources to edit spelling, grammar, punctuation, conventions, word use o Apply basic formats for documenting sources o Use context to identify the meaning of words/phrases o Obtain and interpret information using text features o Develop a text that may be limited to one paragraph o Apply simple organizational structures (paragraph, sentence types) in writing o Apply a concept in a new context o Revise final draft for meaning or progression of ideas o Apply internal consistency of text organization and structure to composing a full composition o Apply word choice, point of view, style to impact readers /viewers interpretation of a text o Illustrate how multiple themes (historical, geographic, social, artistic, literary) may be interrelated o Select or devise an approach among many alternatives to research a novel problem Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view) o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions) o Decide which text structure is appropriate to audience and purpose o Categorize/compare literary elements, terms, facts/details, events o Identify use of literary devices o Analyze format, organization, & internal text structure (signal words, transitions, semantic cues) of different texts o Distinguish: relevant-irrelevant information; fact/opinion o Identify characteristic text features; distinguish between texts, genres o Analyze information within data sets or texts o Analyze interrelationships among concepts, issues, problems o Analyze or interpret author s craft (literary devices, viewpoint, or potential bias) to create or critique a text o Use reasoning, planning, and evidence to support inferences o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes o Analyze complex/abstract themes, perspectives, concepts o Gather, analyze, and organize multiple information sources o Analyze discourse styles Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique UG unsubstantiated generalizations = stating an opinion without providing any support for it! o Cite evidence and develop a logical argument for conjectures o Describe, compare, and contrast solution methods o Verify reasonableness of results o Justify or critique conclusions drawn o Evaluate relevancy, accuracy, & completeness of information from multiple sources o Apply understanding in a novel way, provide argument or justification for the application Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o Brainstorm ideas, concepts, problems, or perspectives related to a topic, principle, or concept o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Synthesize information within one source or text o Develop a complex model for a given situation o Develop an alternative solution o Synthesize information across multiple sources or texts o Articulate a new voice, alternate theme, new knowledge or perspective Karin K. Hess (2009, updated 2013). Hess Cognitive Rigor Matrix (CRM) in Local Assessment Toolkit. Permission to use only with full citation. khess@nciea.org or kar_hes@msn.com

TOOL 2 HESS COGNITIVE RIGOR MATRIX (MATH-SCIENCE CRM): Applying Webb s Depth-of-Knowledge Levels to Bloom s Cognitive Process Dimensions Revised Bloom s Taxonomy Webb s DOK Level 1 Recall & Reproduction Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify o Recall, observe, & recognize facts, principles, properties o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures) Webb s DOK Level 2 Skills & Concepts Webb s DOK Level 3 Strategic Thinking/Reasoning Webb s DOK Level 4 Extended Thinking Use these Hess CRM curricular examples with most mathematics or science assignments or assessments. Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models o Evaluate an expression o Locate points on a grid or number on number line o Solve a one-step problem o Represent math relationships in words, pictures, or symbols o Read, write, compare decimals in scientific notation o Specify and explain relationships (e.g., non-examples/examples; cause-effect) o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical predictions from data/observations o Use models /diagrams to represent or explain mathematical concepts o Make and explain estimates o Use concepts to solve non-routine problems o Explain, generalize, or connect ideas using supporting evidence o Make and justify conjectures o Explain thinking/reasoning when more than one solution or approach is possible o Explain phenomena in terms of concepts o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Follow simple procedures (recipe-type directions) o Calculate, measure, apply a rule (e.g., rounding) o Apply algorithm or formula (e.g., area, perimeter) o Solve linear equations o Make conversions among representations or numbers, or within and between customary and metric measures o Select a procedure according to criteria and perform it o Solve routine problem applying multiple concepts or decision points o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table) o Construct models given criteria o Design investigation for a specific purpose or research question o Conduct a designed investigation o Use concepts to solve non-routine problems o Use & show reasoning, planning, and evidence o Translate between problem & symbolic notation when not a direct translation o Select or devise approach among many alternatives to solve a problem o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct o Retrieve information from a table or graph to answer a question o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram) o Identify a pattern/trend o Categorize, classify materials, data, figures based on characteristics o Organize or order data o Compare/ contrast figures or data o Select appropriate graph and organize & display data o Interpret data from a simple graph o Extend a pattern o Compare information within or across data sets or texts o Analyze and draw conclusions from data, citing evidence o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences between procedures or solutions o Analyze multiple sources of evidence o Analyze complex/abstract themes o Gather, analyze, and evaluate information Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique UG unsubstantiated generalizations = stating an opinion without providing any support for it! o Cite evidence and develop a logical argument for concepts or solutions o Describe, compare, and contrast solution methods o Verify reasonableness of results o Gather, analyze, & evaluate information to draw conclusions o Apply understanding in a novel way, provide argument or justification for the application Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o Brainstorm ideas, concepts, or perspectives related to a topic o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Synthesize information within one data set, source, or text o Formulate an original problem given a situation o Develop a scientific/mathematical model for a complex situation o Synthesize information across multiple sources or texts o Design a mathematical model to inform and solve a practical or abstract situation Karin K. Hess (2009, updated 2013). Hess Cognitive Rigor Matrix (CRM) in Local Assessment Toolkit. Permission to use only with full citation. khess@nciea.org or kar_hes@msn.com

TOOL 3 HESS COGNITIVE RIGOR MATRIX (WRITING/SPEAKING CRM): Applying Webb s Depth-of-Knowledge Levels to Bloom s Cognitive Process Dimensions Revised Bloom s Taxonomy Webb s DOK Level 1 Recall & Reproduction Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify o Complete short answer questions with facts, details, terms, principles, etc. (e.g., label parts of diagram) Webb s DOK Level 2 Skills & Concepts Webb s DOK Level 3 Strategic Thinking/Reasoning Webb s DOK Level 4 Extended Thinking Use these Hess CRM curricular examples with most writing and oral communication assignments or assessments in any content area. Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models o Describe or define facts, details, terms, principles, etc. o Select appropriate word/phrase to use when intended meaning/definition is clearly evident o Write simple complete sentences o Add an appropriate caption to a photo or illustration o Write fact statements on a topic (e.g., spiders build webs) o Specify, explain, show relationships; explain why, cause-effect o Provide and explain non-examples and examples o Take notes; organize ideas/data (e.g., relevance, trends, perspectives) o Summarize results, key concepts, ideas o Explain central ideas or accurate generalizations of texts or topics o Describe steps in a process (e.g., science procedure, how to and why control variables) o Write a multi-paragraph composition for specific purpose, focus, voice, tone, & audience o Develop and explain opposing perspectives or connect ideas, principles, or concepts using supporting evidence (quote, example, text reference, etc.) o Develop arguments of fact (e.g., Are these criticisms supported by the historical facts? Is this claim or equation true?) o Use multiple sources to elaborate on how concepts or ideas specifically draw from other content domains or differing concepts (e.g., research paper, arguments of policy should this law be passed? What will be the impact of this change?) o Develop generalizations about the results obtained or strategies used and apply them to a new problem or contextual scenario Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Apply rules or use resources to edit specific spelling, grammar, punctuation, conventions, or word use o Apply basic formats for documenting sources o Use context to identify/infer the intended meaning of words/phrases o Obtain, interpret, & explain information using text features (table, diagram, etc.) o Develop a (brief) text that may be limited to one paragraph, précis o Apply basic organizational structures (paragraph, sentence types, topic sentence, introduction, etc.) in writing o Revise final draft for meaning, progression of ideas, or logic chain o Apply internal consistency of text organization and structure to a full composition or oral communication o Apply a concept in a new context o Apply word choice, point of view, style, rhetorical devices to impact readers interpretation of a text o Select or devise an approach among many alternatives to research and present a novel problem or issue o Illustrate how multiple themes (historical, geographic, social) may be interrelated within a text or topic Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view) o Decide which text structure is appropriate to audience and purpose (e.g., compare-contrast, proposition-support) o Determine appropriate, relevant key words for conducting an Internet search or researching a topic o Compare/contrast perspectives, events, characters, etc. o Analyze/revise format, organization, & internal text structure (signal words, transitions, semantic cues) of different print and non-print texts o Distinguish: relevant-irrelevant information; fact/opinion (e.g., What are the characteristics of a hero s journey?) o Locate evidence that supports a perspective/differing perspectives o Analyze interrelationships among concepts/ issues/problems in a text o Analyze impact or use of author s craft (literary devices, viewpoint, dialogue) in a single text o Use reasoning and evidence to generate criteria for making and supporting an argument of judgment (Was FDR a great president? Who was the greatest ball player?) o Support conclusions with evidence o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods o Analyze complex/abstract themes, perspectives, concepts o Gather, analyze, and organize multiple information sources o Compare and contrast conflicting judgments or policies (e.g., Supreme Court decisions) Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique UG unsubstantiated generalizations = stating an opinion without providing any support for it! o Evaluate validity and relevance of evidence used to develop an argument or support a perspective o Describe, compare, and contrast solution methods o Verify or critique the accuracy, logic, and reasonableness of stated conclusions or assumptions o Evaluate relevancy, accuracy, & completeness of information across multiple sources o Apply understanding in a novel way, provide argument or justification for the application o Critique the historical impact (policy, writings, discoveries, etc.) Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o Brainstorm facts, ideas, concepts, problems, or perspectives related to a topic, text, idea, issue, or concept o Generate conjectures, hypotheses, or predictions based on facts, observations, evidence/observations, or prior knowledge and experience o Generate believable grounds (reasons) for an opinion-argument o Develop a complex model for a given situation or problem o Develop an alternative solution or perspective to one proposed (e.g., debate) o Synthesize information across multiple sources or texts in order to articulate a new voice, alternate theme, new knowledge or nuanced perspective Karin K. Hess (2009, updated 2013). Hess Cognitive Rigor Matrix (CRM) in Local Assessment Toolkit. Permission to use only with full citation. khess@nciea.org or kar_hes@msn.com

English Language Arts Preliminary Summative Assessment Blueprint Grades 3-5 1: Key Details RL1 1,2 2: Central Ideas RL2 3: Word Meanings RL4, L4, L5c 1,2 Literary 4: Reasoning and Evaluation RL3, RL6, RL9 3 5: Analysis within/across Texts RL3, RL6 3,4 6: Text Structures and Features RL5 (gr. 3-5), RL7 (3rd) Reading 7: Language Use L5, RL4 8: Key Details RI1, RI7 1,2 9: Central Ideas RI2 10: Word Meanings RI4, L4, L5c (gr. 4-5) 1,2 Informational 11: Reasoning and Evaluation RI3, RI6, RI7, RI8, RI9 3 12: Analysis within/across Texts RI3, RI6 3,4 13: Text Structures and Features RI5, RI7 (gr. 3-4) 14: Language Use L5, L5a, L5b Organization/Purpose 1/3/6: Write Brief Texts 3 1/3/6: Revise Brief Texts 2 Writing 1/3/6: Write Brief Texts 3 Evidence/Elaboration 1/3/6: Revise Brief Texts 2 8: Language and Vocabulary Use 1,2 Conventions 9. Edit/Clarify 1,2 Speaking/Listening Listening 4. Listen/Interpret 1, Writing Performance task Organization/Purpose Evidence/Elaboration Conventions 2: Interpret and Integrate Information 2 3: Analyze Information/Sources 2 4: Use Evidence 2 2/4/7: Compose Full Texts 2/4/7: Compose Full Texts 8: Language and Vocabulary Use 4 9. Edit/Clarify 2: Interpret and Integrate Information 3 3: Analyze Information/Sources 3,4 4: Use Evidence 2

Mathematics Preliminary Summative Assessment Blueprint Grade 3 B. Understand properties of multiplication and the relationship between multiplication and division. 1 C. Multiply and divide within 100. 1 Concepts & procedures Priority cluster I. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 1,2 G. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 1,2 D. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 2 F. Develop understanding of fractions as numbers. 1,2 A. Represent and solve problems involving multiplication and division. 1,2 E. Use place value understanding and properties of operations to perform multi-digit arithmetic. 1 Problem solving, analysis reasoning Supporting cluster Problem solving (drawn analysis (drawn reasoning (drawn J. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 1 K. Reason with shapes and their attributes. 1,2 H. Represent and interpret data. A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. B. Select and use appropriate tools strategically. C. Interpret results in the context of a situation. D. Identify important quantities in a practical situation and map A. Apply mathematics to solve problems arising in everyday life, society, and the workplace. D. Interpret results in the context of a situation. B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex probnlem E. Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon. F. Identify important quantities in a practical situation and map G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. A. Test propositions or conjectures with specific examples. D. Use the technique of breaking an argument into cases. B. Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. E. Distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in the argument explain what it is. F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. 1,,4 1, 3,4,4

Mathematics Preliminary Summative Assessment Blueprint Grade 4 A. Use the four operations with whole numbers to solve problems. 1,2 E. Use place value understanding and properties of operations to perform multi-digit arithmetic. 1,2 F. Extend understanding of fraction equivalence and ordering. 1,2 Concepts & procedures Problem solving, analysis reasoning Priority cluster Supporting cluster Problem solving (drawn analysis (drawn reasoning (drawn G. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 1,2 D. Generalize place value understanding for multi-digit whole numbers. 1,2 H. Understand decimal notation for fractions, and compare decimal fractions. 1,2 I. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1,2 K. Geometric measurement: understand concepts of angle and measure angles. 1,2 B. Gain familiarity with factors and multiples. 1,2 C. Generate and analyze patterns. J. Represent and interpret data. 1,2 L. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 1,2 A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. B. Select and use appropriate tools strategically. C. Interpret results in the context of a situation. D. Identify important quantities in a practical situation and map A. Apply mathematics to solve problems arising in everyday life, society, and the workplace. D. Interpret results in the context of a situation. B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. E. Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon. F. Identify important quantities in a practical situation and map G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. A. Test propositions or conjectures with specific examples. D. Use the technique of breaking an argument into cases. B. Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. E. Distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in the argument explain what it is. F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. 1,,4 1,2 3,4,4

Mathematics Preliminary Summative Assessment Blueprint Grade 5 E. Use equivalent fractions as a strategy to add and subtract fractions. 1,2 I. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 1,2 Concepts & procedures Problem solving, analysis reasoning Priority cluster Supporting cluster Problem solving (drawn analysis (drawn reasoning (drawn F. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 1,2 D. Perform operations with multi-digit whole numbers and with decimals to hundredths. 1,2 C. Understand the place value system. 1,2 J. Graph points on the coordinate plane to solve real-world and mathematical problems. 1 K. Classify two-dimensional figures into categories based on their properties. 2 A. Write and interpret numerical expressions. 1 B. Analyze patterns and relationships. 2 G. Convert like measurement units within a given measurement system. 1 H. Represent and interpret data. 1,2 A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. B. Select and use appropriate tools strategically. C. Interpret results in the context of a situation. D. Identify important quantities in a practical situation and map A. Apply mathematics to solve problems arising in everyday life, society, and the workplace. D. Interpret results in the context of a situation. B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. E. Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon. F. Identify important quantities in a practical situation and map G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. A. Test propositions or conjectures with specific examples. D. Use the technique of breaking an argument into cases. B. Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. E. Distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in the argument explain what it is. F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. 1,,4 1,2 3,4,4

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