This document discusses cognitive complexity and alignment of assessments. It begins by outlining Bloom's taxonomy and Webb's depth of knowledge. It then shows how assessments should increase in cognitive complexity from K-4 to 5-8 to 9-12. Specifically, there should be a shift from lower DOK levels to higher DOK levels as grades increase. The document suggests assessments should have an appropriate balance of mode and 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)