On a recent assessment that I used for an acid/base unit, most of the questions fell in level one or level two. These were in the typical multiple choice and fill or matching format. I did have a selection of short answers questions and some of these move into level 3 as they gave scenarios that the students had to use concepts learned to evaluate the presence or absence of certain molecules in a solution or differentiate between solutions based on acidic or basic properties. This evalutation could easily be changed to move to level four questioning by making the test more of a practical lab exam. I could have the students develop ways to test the acidity or basicity of solutions that are found in the environment and what the outcomes of the testing will have on the environment at large or have them evaluate whether testing situations were done correctly and if not done correctly how they would need to be revised to be considered correct.
Developing the skill of answering higher level thinking questions lets the student practice solving problems in creative ways. Using real world scenarios lets the student make that connection between the skill they have learned in the classroom and how they might use it or some part of it in the synthesis of solutions to problems that, as we have already said in class, "don't even exist yet."
Of course we all know that the greatest problem with going deep in the DOK levels is the "mile wide inch deep" science curriculum we are currently supporting. Perhaps that is soon to come to an end. We shall see.
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