Last week, I sent some questions to DOE from posters, including this one: Does the CRCT measure higher-order thinking?
DOE says “yes.” Here is the detailed response:
Each of Georgia’s test programs contains a range of test items in terms of both difficulty (rigor) and complexity. To gauge the complexity or cognitive demand of the test items, Georgia uses a model called “Depth of Knowledge” (DOK), which was developed by Norman Webb at the University of Wisconsin.
DOK consists of four levels of complexity ranging from recall (level 1), skill/concept (level 2), strategic thinking (level 3) to extended thinking (level 4). Each item that appears on a Georgia test has been assigned a DOK rating by a committee of Georgia teachers during item review. One of the strengths of Webb’s model is that in addition to rating the items, the curriculum standards themselves are also rated using the DOK rubric.
Utilizing DOK helps to ensure alignment of a test (e.g., CRCT) to a curriculum (e.g., Georgia Performance Standards (GPS)). Alignment is more than simply ensuring an individual item reflects the content or skill of a particular curriculum standard. It also involves ensuring the collection of items that comprise a test also reflect the cognitive demand outlined in the curriculum.
While every test will have a range of items, a well-aligned test will ensure the average DOK of the collection of items matches the average DOK for the curriculum standards measured on the test.
Ensuring the match between the standards and items is an important aspect of test construction.
Finally, it is important to note that both the Mathematical Process Standards and the Characteristics of Science standards are assessed. These standards are integrated with the content standards and included on the assessments.
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