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Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-Level Processes

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Bibliographic Details
Title: Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-Level Processes
Language: English
Authors: Hess, Karin K., Jones, Ben S., Carlock, Dennis, Walkup, John R.
Source: Online Submission. 2009.
Peer Reviewed: N
Page Count: 8
Publication Date: 2009
Document Type: Reports - Descriptive
Descriptors: Educational Objectives, Classification, Matrices, Curriculum Development, Cognitive Processes, Test Items, Public Schools, Language Arts, Mathematics Education, English Instruction, Mathematics Instruction, Evaluation, Lesson Plans, Item Sampling, Mathematics, Work Sample Tests
Geographic Terms: Nevada, Oklahoma
Abstract: To teach the rigorous skills and knowledge students need to succeed in future college-entry courses and workforce training programs, education stakeholders have increasingly called for more rigorous curricula, instruction, and assessments. Identifying the critical attributes of rigor and measuring its appearance in curricular materials is therefore fundamental to progress in this area. By superposing two widely accepted models for describing rigor--Bloom's Taxonomy of Educational Objectives and Webb's Depth-of- Knowledge (DOK) model--this article defines cognitive rigor (CR) and introduces the CR matrix for analyzing instruction and enhancing teacher lesson planning. Two large-scale collections of student work samples analyzed using the CR matrix are presented, illustrating the preponderance of curricular items aligned to each cell in the matrix. Educators should use the cognitive rigor matrix to align the content in their curricular materials to the instructional techniques used in classroom delivery. (Contains 3 tables and 1 figure.)
Abstractor: As Provided
Number of References: 14
Entry Date: 2011
Accession Number: ED517804
Database: ERIC
Description
Abstract:To teach the rigorous skills and knowledge students need to succeed in future college-entry courses and workforce training programs, education stakeholders have increasingly called for more rigorous curricula, instruction, and assessments. Identifying the critical attributes of rigor and measuring its appearance in curricular materials is therefore fundamental to progress in this area. By superposing two widely accepted models for describing rigor--Bloom's Taxonomy of Educational Objectives and Webb's Depth-of- Knowledge (DOK) model--this article defines cognitive rigor (CR) and introduces the CR matrix for analyzing instruction and enhancing teacher lesson planning. Two large-scale collections of student work samples analyzed using the CR matrix are presented, illustrating the preponderance of curricular items aligned to each cell in the matrix. Educators should use the cognitive rigor matrix to align the content in their curricular materials to the instructional techniques used in classroom delivery. (Contains 3 tables and 1 figure.)