Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - Reading
Revised Bloom’s
Webb’s DOK Level 1
Webb’s DOK Level 2
Webb’s DOK Level 3
Webb’s DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o
Recall, recognize, or locate
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
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
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
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
o
o
basic facts, details, events, or
ideas explicit in texts
Read words orally in connected
text with fluency & accuracy
Define terms
Identify or describe literary
elements (characters, setting,
sequence, etc.)
Select appropriate words when
intended meaning/definition is
clearly evident
Describe/explain who, what,
where, when, or how
o Specify, explain, show relationships;
explain why, 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 explicitimplicit central ideas
o
o Use language structure
(pre/suffix) or word relationships
(synonym/antonym) to determine
meaning of words
o Use context to identify the meaning
of words/phrases
o Obtain and interpret information
using text features
o Apply a concept in a new context
o Illustrate how multiple themes
(historical, geographic, social)
may be interrelated
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 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 critique a text
o Use reasoning, planning, and
evidence to support inferences
o
o
o
Evaluate
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, produce
Cite evidence and develop a logical
argument for conjectures
o Describe, compare, and contrast
solution methods
o Verify reasonableness of results
o Critique conclusions drawn
o Generate conjectures or hypotheses
based on observations or prior
knowledge and experience
o Explain how concepts or ideas
specifically relate to other
content domains or concepts
o Develop generalizations of the
results obtained or strategies
used and apply them to new
problem situations
o
o
o
o
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
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 Synthesize information within one
source or text
o Develop a complex model for a
given situation
o Develop an alternative solution
Analyze multiple sources of
evidence, or multiple works by
the same author, or across
genres, time periods, themes
Analyze complex/abstract
themes, perspectives,
concepts
Gather, analyze, and organize
multiple information sources
Analyze discourse styles
o Evaluate relevancy, accuracy, &
completeness of information
from multiple sources
o Draw & justify conclusions
o Apply understanding in a novel
way, provide argument or
justification for the application
o Synthesize information across
multiple sources or texts
o Articulate a new voice,
alternate theme, new
knowledge or perspective
Introduction
The Provo City School District Board of Education and senior district leadership have
jointly developed this set of goals as a means of establishing priorities, values, and
non-negotiables to guide the work of the district. The priorities, values, and nonnegotiables are representative of known research on quality schools and districts,
input from constituents via board members, input from staff throughout the district
(through surveys and committees), and defensible observations by school and
district leaders.
Goals and important activities are listed in this document and serve as the nonnegotiables. The 20/20 Initiative, as established in 2010, also serves as a
foundation for the non-negotiables.
No timeline for the goals is established in this document as the goal headings
themselves may be relevant for many years to come. Many of the activities under
each goal heading will likely be accomplished in a shorter period of time, with
updates and revisions to occur annually.
This document was developed in early 2013 and unanimously approved by the
Provo City School District Board of Education on April 9, 2013.
Goal I: Continuous Academic Improvement and
Transparency
All students are expected to make at least one year’s growth in one year’s time. In so doing, all
students are expected to end each school year fully prepared to move to the next grade level.
For students who are below grade level, more aggressive approaches must be taken to get them to
catch up and keep up with grade level performance standards. It is the responsibility of all educators in
the district to ensure that students in their classes/programs who are performing below grade level
receive additional interventions and support to accomplish even more than one year’s growth in one
year’s time.
All schools will have a School Improvement Plans (SIP) developed on a 2-year cycle that addresses
Math and Literacy growth. The district SIP template will be used. Additional goals may be added
based on a given school’s needs, but those additional goals must not detract from the accomplishment
of Math and Literacy goals.
Each school is expected to perform according to the following criteria:
 Minimum standard is to reach state averages for test scores in every tested subject and grade
level.
 Once the state averages are met, each tested grade level and subject area is expected to
improve its scores by a minimum of 5% each year.
 All schools will administer district and state formative assessments to guide student learning
and progress, and to accomplish relevant adjustments in instruction.
 All schools will actively track and report their progress, developing longitudinal reports that
show the direction of student achievement in each school.
The district, schools, and teachers are required to utilize student achievement data that is both based
on local standards and normed against external standards (when available) to ensure continuous and
calibrated improvement in student learning.
Transparency: School Improvement Plans will be posted on school websites. Student achievement
results, as school-wide data, will also be posted on the school website. District-wide student
achievement data will be posted on the district website. School data elements that specifically align
with the “District Progress Report” will also be posted on the school website.
We will continue to support immersion, specialty, and college-level programs in schools to the extent
that they are contributing to significant student achievement. These programs are expected not to
operate in isolation. Their continuation may be subject to possible reduction (or elimination) if
funding sources decline or evaporate.
Co-curricular and extracurricular programs will continue to be supported as part of the overall district
educational program so long as they contribute to (and do not detract from) the academic standards
noted above.
High School schedules, graduation requirements, and grading practices will be reviewed – and
adjusted, if needed – to ensure maximum student readiness for post-high school life.
Goal II: Support for Teachers and Teaching
Aligned with Research, Best Practices, and
Teacher-Identified Needs
To best support teaching efforts in the school district, an overall system to provide support and
direction is needed.
Annual surveys of all certificated staff will be conducted to make plans for the professional
development program in the district. To some extent, district administration must also set the direction
for professional development, regardless of teacher interest, for important new external initiatives that
will impact all districts. Two current examples are 1) the upcoming impact of Utah Core Standards on
students, teachers, curriculum, and instructional methodologies, and 2) the new state assessment
system.
The new state evaluation system is a difficult path to navigate and will require attention and work to
fully and meaningfully implement. Teacher and Principal professional development will be aligned
with the state teaching and leadership standards in an effort to assist in improved performance and
career longevity.
Professional development efforts will be additive over the years instead of random. A compelling
topic (or two) that was important enough to address in the district will still remain in future years, with
subsequent topics adding to (not distracting from) each year’s professional development focus. This,
collectively, will become a foundation of the proposed “Provo Way.”
District support for Level 1 teachers in attaining Level 2 licenses through Entry Years Enhancement
(EYE) and support of programs for professional endorsements will continue
Teacher instructional coaching will continue for the time being, until the need subsides. Teacher
instructional coaching may be the result of a teacher or principal-based request, or may come at the
direction of the Human Resources department and/or supervisor to address observed deficiencies in
teaching practice. The intent is to support teacher efforts to improve.
A variety of teacher-dominated, subject-specific district committees will be formed. The committees
are each led by a small number of administrators, whose role it is to facilitate. The teachers will
identify the areas to be addressed and will generate solutions.
An active and functioning Human Resources Department will assist with teacher needs and ensure
total compliance with local, state, and federal employment regulations.
Goal III: Improved Certainty and Stability in the
Direction of the District
Certainty and stability in the direction of the district will be established through the creation of nonnegotiables. Appropriate long-term planning, accompanied by a strong commitment to such plans,
provides direction and confidence throughout the system.
The following points serve as subsets of this goal of Improved Certainty and Stability in the Direction
of the District:
 Continuation of the Policy Project to define and clarify appropriate regulations and practices
in all aspects of district operations.
 A commitment to focus on the most important priorities and accomplish excellence.
 The commitment to run a district office that is only as large as is required to provide support
to schools, leadership to the district, and compliance in all areas of local, state, and federal
reporting.
 The willingness/commitment to report regularly to the community via a “District Progress
Report” posted on the Provo School District Website and updated regularly when new data
is available.
 Establish a comprehensive set of communication practices with students, parents, and
community.
 Developing “The Provo Way” as a means of operationalizing components of the 20/20
Initiative, high quality professional development, important instructional strategies, highestquality hiring practices, and other direction-setting components represented in the goals
within this document.
 Instructional support planning will be calendared and well established at the beginning of
each school year. Mid-year course corrections may be needed, but significant shifts in focus
and/or direction will not occur unless the initial plan is simply failing beyond recovery.
 Safety for students and staff will be an ongoing high priority. The anti-bullying campaign is
part of this overall safety effort. All staff will engage in safety drills and training to ensure
that our students, staff, and public can have confidence in our efforts to retain a safe
environment in all buildings and at all school activities.
Goal IV: Financial Prioritization, Long-Term
Planning and Transparency
This goal is intended to ensure stability in the financial and operations management in the district, and
to garner even greater support and understanding for district financial decisions. To facilitate
increased confidence in the finances and operations of the district, a balanced budget plan will be
developed each year, regardless of external changes in funding.
The central mission of the district is to educate students effectively. Therefore all planning that takes
place must support the teaching-learning process. As many resources as possible will be allocated to
schools for the direct implementation of the delivery of education to students.
The district will implement the practice of establishing long-term planning in the following areas:
 Multi-year Budget Planning
 Multi-year Facilities Planning
 Curriculum purchases and replacement cycles
 Technology purchases and replacement cycles
 Multi-year Salary/Compensation Planning
The Board also has set as a goal for the 2013-14 school year for the permanent reduction of 1% of
current expenditures within the district operating budget. District administration is responsible to find
these reductions, which will likely come from a combination of budget cuts and non-replacement of
personnel who are retiring or resigning.
The finance department will continue to strive to accomplish additional methods of demonstrated
transparency, including outreach to the general public in Provo City. This may be done through the
establishment of a budget committee, community budget forums, and the Facilities Advisory
Committee (FAC). Other such efforts may also be made under the direction of the Board.
The Human Resources department will work to review and refine staff Full Time Equivalent (FTE)
allocations based on affordable and defensible rationale to reflect state funding compliance and district
priorities.
A request/approval process for new initiatives has been implemented. This method will manage (and
sift) new ideas that, although potentially worthy, must only be approved if they align with the
established goals of the district.
Long-term planning regarding existing immersion programs must be addressed, with clear plans
developed regarding how secondary schools will educate advanced foreign language students
Significant aspects of the operations within this goal will be reported and updated periodically on the
(new – June 2013) District Progress Report.
Goal V: Teamwork, Professional Conduct, and
Civility
The most productive and successful school districts function with a sense of unity and common
purpose among all constituents. This goal is to ensure a culture of productivity and effectiveness that
is not driven by coercion, but instead by professional language and intent, and behaviors connected
with clearly-stated, district-wide goals.
Parents are valued partners with the district, schools, and teachers in the education of children. We
commit to establishing a climate in each school where parents feel welcome and can make meaningful
contributions to the school in coordination with school and district leaders. We further commit to
communicating effectively with parents, recognizing that some items and topics have elements of
confidentiality.
In December 2012, the Board passed a policy entitled “Civility.” Procedures have also been
developed. The Board believes that all parties in the district (staff, parents, community, students) must
treat one another civilly, and that doing so will only foster the potential for better communication and
problem solving. We also expect parents to conduct themselves respectfully toward all employees,
refraining from errant threats and aggressive behavior and language.
District administrators in the summer of 2012 developed a set of Professional Behavior Norms. This
important document will be used to set the tone for and guide interactions throughout the district, both
in formal and informal settings. People attending meetings are expected to conduct themselves
professionally. They may disagree with something but are expected to do so respectfully. Meeting
attendees are expected to make positive, meaningful contributions to the meeting. Employees are
expected to demonstrate loyalty to the district. They should take their concerns and complaints to their
immediate supervisor for resolution. If still unresolved at that point, the issue should be taken to the
next supervisory level.
Employees are also expected to demonstrate loyalty by not publicly deriding the district or any school,
program, or employee. The public wants to have confidence in the district. Employees, however, will
have the right to exercise a “whistleblower” approach if they see violations of laws or regulations, or
professional conduct. Again, such concerns must follow a formal reporting sequence and process.
As a general standard, the Board discourages anonymous communication. We intend to foster and
maintain a culture where people can and will have respectful conversations with one another about all
issues related to the district. The Board expects that those in authority will exercise that authority, and
yet they will not be coercive nor will they employ retaliatory tactics against subordinates who voice
concerns. All parties are expected to behave in a civil, problem-solving manner. Face-to-face
conversations are much more valuable and useful than anonymous communications.
The Board will work with senior district administration to develop measurable standards to track
improvements in this goal area.
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - Writing
Revised Bloom’s
Webb’s DOK Level 1
Webb’s DOK Level 2
Webb’s DOK Level 3
Webb’s DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
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
Apply
o Describe or define facts, details,
terms
o Select appropriate words to use
when intended meaning/definition
is clearly evident
o Write simple sentences
o
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
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, point of view)
o
Apply rules or use resources to
edit specific spelling, grammar,
punctuation, conventions, word
use
Apply basic formats for
documenting sources
o Decide which text structure is
appropriate to audience and
purpose
o Specify, explain, show relationships;
explain why, cause-effect
o Give non-examples/examples
o Take notes; organize ideas/data
o Summarize results, concepts, ideas
o Identify main ideas or accurate
generalizations of texts
o
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 Compare literary elements, terms,
facts, details, events
o Analyze format, organization, &
internal text structure (signal words,
transitions, semantic cues) of
different texts
o Distinguish: relevant-irrelevant
information; fact/opinion
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 a concept in a new context
o Apply word choice, point of view,
style to impact readers’ interpretation
of a text
o Analyze interrelationships among
concepts, issues, problems
o Apply tools of author’s craft (literary
devices, viewpoint, or potential
dialogue) with intent
o Use reasoning, planning, and
evidence to support inferences made
Evaluate
Explain, generalize, or connect
ideas using supporting evidence
(quote, example, text reference)
o Write multi-paragraph composition
for specific purpose, focus, voice,
tone, & audience
o
Create
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, produce
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
o Brainstorm ideas, concepts,
problems, or perspectives related
to a topic or concept
o Generate conjectures or hypotheses
based on observations or prior
knowledge and experience
o Select or devise an approach
among many alternatives to
research a novel problem
o Illustrate how multiple themes
(historical, geographic, social)
may be interrelated
o
o
o
o
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
o Explain how concepts or ideas
specifically relate to other
content domains or concepts
o Develop generalizations of the
results obtained or strategies
used and apply them to new
problem situations
o Develop a complex model for a
given situation
o Develop an alternative solution
Analyze multiple sources of
evidence, or multiple works by
the same author, or across
genres, or time periods
Analyze complex/abstract
themes, perspectives,
concepts
Gather, analyze, and organize
multiple information sources
o Evaluate relevancy, accuracy, &
completeness of information
from multiple sources
o Draw & justify conclusions
o Apply understanding in a novel
way, provide argument or
justification for the application
o Synthesize information across
multiple sources or texts
o Articulate a new voice,
alternate theme, new
knowledge or perspective
© 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited [[email protected]]
For full article, go to www.nciea.org
Bloom’s Taxonomy Action Verbs Definitions Knowledge Comprehension Application
Analysis
Synthesis Evaluation
Bloom’s Definition Remember previously learned information. Demonstrate an understanding of the facts. Apply knowledge to actual situations. Break down objects or ideas into simpler parts and find evidence to support generalizations. Compile component ideas into a new whole or propose alternative solutions. Make and defend judgments based on internal evidence or external criteria. Verbs •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Arrange Define Describe Duplicate Identify Label List Match Memorize Name Order Outline Recognize Relate Recall Repeat Reproduce Select State Classify Convert Defend Describe Discuss Distinguish Estimate Explain Express Extend Generalized Give example(s)
Identify Indicate Infer Locate Paraphrase Predict Recognize Rewrite Review Select Summarize Translate Apply Change Choose Compute Demonstrate Discover Dramatize Employ Illustrate Interpret Manipulate Modify Operate Practice Predict Prepare Produce Relate Schedule Show Sketch Solve Use Write Analyze Appraise Breakdown Calculate Categorize Compare Contrast Criticize Diagram Differentiate Discriminate Distinguish Examine Experiment Identify Illustrate Infer Model Outline Point out Question Relate Select Separate Subdivide Test Arrange Assemble Categorize Collect Combine Comply Compose Construct Create Design Develop Devise Explain Formulate Generate Plan Prepare Rearrange Reconstruct Relate Reorganize Revise Rewrite Set up Summarize Synthesize Tell Write Appraise Argue Assess Attach Choose Compare Conclude Contrast Defend Describe Discriminate Estimate Evaluate Explain Judge Justify Interpret Relate Predict Rate Select Summarize Support Value Depth of Knowledge (DOK) Levels
Define
Identify
Draw
Memorize
List
Label
Illustrate
Who,
What,
When,
Where,
Why
Measure
Arrange
Name
State
Tabulate
Repeat
Report
Infer
Use
Tell
Design
Recall
Quote
Categorize
Recognize
Recite
Match
Collect and Display
Connect
Identify Patterns
Level
Graph
One
Organize
Synthesize
(Recall)
Classify
Construct
Separate
Level
Level
Apply Concepts
Describe
Modify
Cause/Effect
Two
Four
Explain
Predict
(Skill/
(Extended
Interpret
Estimate
Critique
Concept)
Thinking)
Interpret
Compare
Level
Distinguish
Analyze
Relate
Calculate
Three
Use Context Cues
(Strategic Thinking)
Create
Prove
Revise
Apprise
Assess
Develop a Logical Argument
Construct
Make Observations
Use Concepts to Solve Non-Routine Problems
Summarize
Show
Compare
Explain Phenomena in Terms of Concepts
Formulate
Investigate
Draw Conclusions
Hypothesize
Differentiate
Cite Evidence
Critique
Level One Activities
Level Two Activities
Level Three Activities
Level Four Activities
Recall elements and details of story
structure, such as sequence of
events, character, plot and setting.
Identify and summarize the major
events in a narrative.
Support ideas with details and
examples.
Use context cues to identify the
meaning of unfamiliar words.
Use voice appropriate to the
purpose and audience.
Conduct a project that requires
specifying a problem, designing and
conducting an experiment, analyzing
its data, and reporting results/
solutions.
Solve routine multiple-step problems.
Identify research questions and
design investigations for a
scientific problem.
Conduct basic mathematical
calculations.
Label locations on a map.
Represent in words or diagrams a
scientific concept or relationship.
Perform routine procedures like
measuring length or using
punctuation marks correctly.
Describe the features of a place or
people.
Describe the cause/effect of a
particular event.
Identify patterns in events or
behavior.
Formulate a routine problem given
data and conditions.
Organize, represent and interpret
data.
Develop a scientific model for a
complex situation.
Determine the author’s purpose
and describe how it affects the
interpretation of a reading
selection.
Apply a concept in other contexts.
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize
information from multiple sources.
Describe and illustrate how common
themes are found across texts from
different cultures.
Design a mathematical model to
inform and solve a practical
or abstract situation.
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.