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Welcome. Examining Approaches to Defining Cognitive Complexity for NGSS Standards and Assessment NCSA Conference, June 27, 2018 Session Presenters Karen Whisler Measured Progress Mary Thurlow Maryland State Department of

SLIDE 1

Welcome.

Examining Approaches to Defining Cognitive Complexity for NGSS Standards and Assessment NCSA Conference, June 27, 2018

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Session Presenters

 Karen Whisler

Measured Progress

 Mary Thurlow

Maryland State Department of Education

 Cora James

Oklahoma State Department of Education

 David Sanderson – Moderator

Measured Progress

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NGSS and Cognitive Complexity

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Next Generation Science Standards

*References to “NGSS” in this presentation should be interpreted and applied broadly to any three-dimensional, Framework-based standards.

Standards consist of Performance Expectations
Emphasis on application, problem-solving, performances –

“knowledge in use”

Performance Expectations (PEs) are complex, integrating three

dimensions:

Science and Engineering Practices – “what students do”
Disciplinary Core Ideas – “what students know”
Crosscutting Concepts – “how students think”

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Next Generation Science Standards

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Cognitive Complexity

Cognitive complexity refers to the cognitive demand associated

with a task (as presented by a standard, an activity, an assessment item, etc.)

Focuses on type and degree of thinking/reasoning/engagement

required for the task

For standards and assessment, it can be useful to think of the

term “content complexity”

Emphasis on reviewing standards, items in the context of a

content analysis to make inferences about cognitive engagement requirements

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Complexity Frameworks

Bloom’s Revised Taxonomy Depth of Knowledge (DOK)

Remember Understand Apply Analyze Evaluate Create Level 1: Recall and Reproduction Level 2: Skills and Concepts Level 3: Strategic Thinking Level 4: Extended Thinking

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NGSS Complexity Quandary

NGSS PE
ESSA Critical Element

The State has documented adequate overall validity evidence for its assessments, and the State’s validity evidence includes evidence that the State’s assessments measure the knowledge and skills specified in the State’s academic content standards, including:

Documentation of adequate alignment between the State’s assessments and the

academic content standards the assessments are designed to measure in terms

f content (i.e., knowledge and process), the full range of the State’s academic content

standards, balance of content, and cognitive complexity