Date: Level/Subject: Teacher(s): Directions: Use the chart below to categorize assessment questions. Rigor increases as you go down the chart. Teachers with common assessments need only complete one copy. Level Learner Action Key Actions Sample Question Stems Question Numbers Level 1: Requires simple recall of such List, tell, define, label, How many…? Recall information as a fact, definition, identify, name, state, Label the parts of the… term, or simple procedure. write, locate, find, match, Find the meaning of…? measure, repeat Which is true or false…? Level 2: Involves some mental skills, Estimate, compare, Identify patterns in… Skill/Concept concepts, or processing beyond organize, interpret, Use context clues to… a habitual response: students modify, predict, Predict what will happen when… must make some decisions cause/effect, summarize, What differences exist between…? about how to approach a graph, classify If x occurs, y will… problem or activity. Level 3: Requires reasoning, planning, Critique, formulate, Construct a defense of… Strategic evidence, and thinking at a hypothesize, construct, Can you illustrate the concept of…? Thinking higher level. revise, investigate, What might happen if…? differentiate, compare Use evidence to support… Level 4: Requires complex reasoning, Design, connect, Design x in order to… Extended planning, developing, and synthesize, apply, Develop a proposal to… Thinking thinking, most likely over an critique, analyze, create, Create a model that… extended time. Cognitive prove Critique the notion that… demands are high, and students are required to make connections both within and among subject domains.
Date: Level/Subject: Teacher(s): Directions: Use the chart below to categorize assessment questions. Rigor increases as you go down the chart. Teachers with common assessments need only complete one copy. Level Learner Action Key Actions Sample Question Stems Question Numbers Level 1: Recall Requires simple recall of such information as a fact, definition, term, or simple procedure. List, tell, define, label, identify, name, state, write, locate, find, match, measure, repeat How many…? Label the parts of the… Find the meaning of…? Which is true or false…? Level 2: Skill/Concept Involves some mental skills, concepts, or processing beyond a habitual response: students must make some decisions about how to approach a problem or activity. Estimate, compare, organize, interpret, modify, predict, cause/effect, summarize, graph, classify Identify patterns in… Use context clues to… Predict what will happen when… What differences exist between…? If x occurs, y will… Level 3: Strategic Thinking Requires reasoning, planning, evidence, and thinking at a higher level. Critique, formulate, hypothesize, construct, revise, investigate, differentiate, compare Construct a defense of… Can you illustrate the concept of…? What might happen if…? Use evidence to support… Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains. Design, connect, synthesize, apply, critique, analyze, create, prove Design x in order to… Develop a proposal to… Create a model that… Critique the notion that…
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