Cognitive complexity
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This document discusses cognitive complexity and taxonomies used to classify levels of thinking. It compares Bloom's original and revised taxonomies, which classify levels of thinking from simple recall to evaluation and creation. It also discusses Webb's Depth of Knowledge, which describes four levels from recall to extended thinking. The document shows how assessments can be designed to align with different cognitive complexity levels using various assessment modes like selected response, short answer, and performance tasks.
![BLOOM’S REVISED TAXONOMY WEBB’S DEPTH OF KNOWLEDGE
REMEMBER
Retrieving relevant knowledge from
long-term memory (e.g.,
recognizing, recalling)
Recall – Recall of a fact, information, or
procedure (e.g., What are the Red Cross
Emergency Action steps [check, call, care]?)
UNDERSTAND
Determining the meaning of
instructional messages, including
oral, written, and graphic
communication (e.g., interpreting,
exemplifying, classifying,
summarizing, inferring, comparing,
explaining)
APPLYING
Carrying out or using a procedure
in a given situation (e.g., executing,
implementing)
Basic Application of Skill/Concept – Use of
information, conceptual knowledge, procedures,
two or more steps, etc. (e.g., Given a
emergency scenario, students determine the
care needed for a victim, and explain the reason
for their actions).
ANALYZING
Breaking material into its
constituent parts and detecting how
the parts relate to one another and
to an overall structure on purpose
(e.g., differentiating, organizing,
attributing)
Strategic Thinking – Requires reasoning,
developing a plan or sequence of steps; has
some complexity; more than one possible
answer; generally takes less than 10 minutes to
do (e.g., Module 363 –ER – Stressed due to
parents’ divorce; Crunched for time; Signs of
stress – ways to relieve stress – why managing
stress is important to health.)
EVALUATE
Making judgments based on
criteria and standards (e.g.,
checking, critiquing)
CREATING
Putting elements together to form a
novel, coherent whole or make an
original product (e.g., generating,
planning, producing)
Extended Thinking – Requires an investigation;
time to think and process multiple conditions of
the problem or task; and more than 10 minutes
to do non-routine manipulations (e.g., Task 608
– Welcome to Health High – Create fact
sheet/brochure from research activity)
Cognitive ComplexityCognitive Complexity](https://image.slidesharecdn.com/cognitivecomplexity-130530114359-phpapp02/85/Cognitive-complexity-4-320.jpg)
Cognitive complexity
- 1. Depth of KnowledgeDepth of Knowledge AA HEAPHEAP ofof ComplexityComplexity
- 2. BLOOM’S TAXONOMY BLOOM’S REVISED TAXONOMY KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” REMEMBER Retrieving relevant knowledge from long- term memory (e.g., recognizing, recalling) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” UNDERSTAND Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining) APPLICATION “The use of abstractions in concrete situations.” APPLYING Carrying out or using a procedure in a given situation (e.g., executing, implementing) ANALYSIS “The breakdown of a situation into its component parts.” ANALYZING Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing) SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” EVALUATE Making judgments based on criteria and standards (e.g., checking, critiquing) CREATING Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing) Cognitive ComplexityCognitive Complexity Factual KnowledgeFactual Knowledge • TerminologyTerminology • Specific detailsSpecific details Conceptual KnowledgeConceptual Knowledge • Classification, categoriesClassification, categories • Principles, generalizationsPrinciples, generalizations • Theories, models, structuresTheories, models, structures Procedural KnowledgeProcedural Knowledge • Subject specific skillsSubject specific skills • Subject specific techniquesSubject specific techniques • Criteria for determining correctCriteria for determining correct use of appropriate proceduresuse of appropriate procedures Metacognitive KnowledgeMetacognitive Knowledge • Strategic knowledgeStrategic knowledge • Knowledge about cognitive tasksKnowledge about cognitive tasks • Self-knowledgeSelf-knowledge
- 3. BLOOM’S TAXONOMY BLOOM’S REVISED TAXONOMY KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” REMEMBER Retrieving relevant knowledge from long- term memory (e.g., recognizing, recalling) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” UNDERSTAND Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining) APPLICATION “The use of abstractions in concrete situations.” APPLYING Carrying out or using a procedure in a given situation (e.g., executing, implementing) ANALYSIS “The breakdown of a situation into its component parts.” ANALYZING Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing) SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” EVALUATE Making judgments based on criteria and standards (e.g., checking, critiquing) CREATING Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing) Cognitive ComplexityCognitive Complexity
- 4. BLOOM’S REVISED TAXONOMY WEBB’S DEPTH OF KNOWLEDGE REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling) Recall – Recall of a fact, information, or procedure (e.g., What are the Red Cross Emergency Action steps [check, call, care]?) UNDERSTAND Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining) APPLYING Carrying out or using a procedure in a given situation (e.g., executing, implementing) Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Given a emergency scenario, students determine the care needed for a victim, and explain the reason for their actions). ANALYZING Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing) Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 363 –ER – Stressed due to parents’ divorce; Crunched for time; Signs of stress – ways to relieve stress – why managing stress is important to health.) EVALUATE Making judgments based on criteria and standards (e.g., checking, critiquing) CREATING Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing) Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Task 608 – Welcome to Health High – Create fact sheet/brochure from research activity) Cognitive ComplexityCognitive Complexity
- 5. Selected Response Constructed Response Performance Events, Tasks, Portfolios Task selected answers create short answers create complex product Time 1 class period 1 class period 1 or more classes Scoring right/wrong content/skills content/skills Character -istic broad coverage; little depth; objective some depth; some coverage; subjective less coverage; greater depth; subjective Generally reveals what students do not know what students know what students can do HEAP Assessment ModesHEAP Assessment Modes
- 6. Selected Response Extended Response Short Answer Portfolio Performance Tasks Events Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Module 332 – Describe safety rules for pool and explain why the rules are necessary) Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 350 – Devise a 2-step plan to stay tobacco-free through high school & beyond.) Recall – Recall of a fact, information, or procedure (e.g., What is the FIT principle?) Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g. Task 610 – Record, analyze, & evaluate strategies used by alcohol companies in promoting their product during sporting event on television,) A HEAP of Cognitive ComplexityA HEAP of Cognitive Complexity
- 7. K-4 5-8 9-12 AOD 103-1 220-2 633-4 MH 122-1 502-3 321-2 TOB 122-2 507-3 602-4 PA 406-2 201-2 616-3 CEH 131-1 211-2 334-2 NUT 415-2 513-4 622-4 INJ 404-3 520-3 615-4 FLS 101-1 515-4 610-4 PCH 113-1 225-2 620-3 Alignment & Balance of Representation Do Assessments Align For Cognitive Complexity?Do Assessments Align For Cognitive Complexity? Isthereanappropriatebalance?Isthereanappropriatebalance? (mode,complexity)(mode,complexity) Assessments are denoted by SCASS-HEAP module number (e.g., 100-600) and Webb’s Depth of Knowledge (1-4)