Cognitive Complexity Matrix

To organize your system of assessment and plan your assessment tasks, complete the following matrix. First, list the learning standards you identified
on the previous page. (Add additional rows as needed.) Next, identify the DOK level that best describes each standard. Then, applying a process for
deconstructing standards like we practiced in class, articulate what student performance would look like, in the form of learning objectives, not only
at the target DOK level, but also at the levels that build up to and extend the level identified for the standard. This will help you think about
assessment and instructional activities that scaffold student learning and provide enriching opportunities for students who exceed the learning
standard. Finally, identify the form(s) of assessment (FA: Formative Assessment, S-R: Selected-response, C-R: Constructed-response, and PA:
Performance Assessment) you will use to address each standard.
Assessment
Form(s)
DOK DOK 1: DOK 2: DOK 3: DOK 4: (FA, S-R, C-
Learning Standards (add rows as needed) Level Recall & Reproduction Skills & Concepts Strategic Thinking Extended Thinking R, PA)
CCSS.ELA-LITERACY.W.2.1 3 Students must be able Students must have the Students must then Next Step: Students PA, C-R,
Write opinion pieces in which to recall and reproduce skills and knowledge to connect their previous can connect their S-R
they introduce the topic or their previous ideas and state their opinion and thoughts and ideas with previous thoughts to
connect them to what back it up with their opinions and other potential
book they are writing about, they are writing about evidence. evidence provide a situations that might
state an opinion, supply based upon their own concluding section. occur in the future.
reasons that support the personal opinions.
opinion, use linking words
(e.g., because, and, also) to
connect opinion and reasons,
and provide a concluding
statement or section.
CCSS.ELA-LITERACY.W.2.2 3 Students must be able Students must be able Students can introduce Next Step: Students C-R, PA
Write informative/explanatory to recall previous to create a concluding facts and definitions can put all ideas
texts in which they introduce a information to develop statement to wrap up that further develop together to create a
a point and make a their idea that almost and expand upon their final product of an
topic, use facts and definitions to statement while using summarizes all of their point of thinking informative paragraph.
develop points, and provide a previous and current ideas mentioned and throughout their
concluding statement or section. knowledge on their gives readers a final paragraph. This may
given topic. idea. include using
describing words or
extra detail to
strategically develop
ideas.
CCSS.ELA-LITERACY.L.2.2 Students must be able Students can use their Students can correctly Students can use their PA, C-R
Demonstrate command of the to recall the skills of spelling and utilize their spelling spelling and
conventions of standard English conventions of English conventions to convey and conventional skills conventional skills to
including spelling and a written idea. to accurately and write a persuasive,
capitalization, punctuation, and conventions strategically develop a opinionated, or well
spelling when writing. written idea. supported piece of
writing.
CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the
conventions of standard English
grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.W.2.5
With guidance and support
from adults and peers, focus on
a topic and strengthen writing
as needed by revising and
editing.
CCSS. Educational-
Technology.6.d.
With guidance from an educator,
students select technology to
share their ideas with different
people.
2 Students must be able Students must be able Next Step: Students Next Step: Students PA, C-R, FA
to recall their to use their can elaborate on ideas can create an in depth
knowledge of English conventional and while using advanced paragraph that recounts
to write conventional grammar skills conventions and a detailed event and
and correct sentences. accurately to develop a grammar of English provides an
correct paragraph. that they may not have overarching idea with
learned yet that dive correct conventions and
deeper into content grammar
2 Students must be able Students must be able Next Step: Students Next Step: Students PA, C-R
to review and recall to strengthen their can give support and can take their feedback
their work to edit it writing based upon the guidance to each other to develop a clear and
after receiving necessary revising and provide concise paragraph after
feedback and be able to comments, and utilize strengthening ideas and overall revision.
understand what the it in a way that still strategic ideas of how
feedback is stating. personalizes their paper to develop ideas.
but takes other’s ideas
into consideration.
2 Students must be able Students must be able Next Step: Students Next Step: Students PA, FA
to use their rough draft to use the technological receive feedback and revise their paragraph
to recall the device to write their can revise their work with the feedback
information they wrote ideas and share them based upon their peer given to create a final
and type it out (should online with their peers reviews and project.
they choose not to hand for peer review. strategically think
write it). about how their
paragraph can be
stronger with the
feedback given.