Allison La Rue

401: Assessment Portfolio (Topic & Standards/Cognitive Complexity Matrix)

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
DOK 1: DOK 2: DOK 3: DOK 4: Form(s)
Learning Standards DOK Recall & Skills & Strategic Extended (FA, S-R,
(add rows as needed) Level Reproduction Concepts Thinking Thinking C-R, PA)
CCSS.ELA- 1 Students can Students can Students can Students can FA
LITERACY.RL.3.2 understand identify the determine the write a story in
Use context clues given the meaning details in the result of their own words
throughout the story to of text that signal transitional using
be able to explain the transitional and change in phrases and the transitional
sequence of events in phrases and the sequence impact they phrases in the
the story. apply this and highlight have on the appropriate
knowledge to them. story. places to tell the
accurately story.
explain the
sequence of a
story.
For example,
“Since the
story begins
with John
playing
catch, this
was the first
event in the
story.”
CCSS.ELA- 4 Students can Students can Students can Students can PA
LITERACY.RL.3.1 summarize ask questions ask open-ended read younger
Ask and answer the story and about the plot to questions about students a story
questions to describe the other students the text and use and be able to
demonstrate characters to test a basic the text to find ask them
understanding of a text, that are listed level of answers and the questions on
referring to the text for in the story. comprehension. key details that their own about
information. Ex: “What support their the text to
happened after findings. determine the
John bought the level of
basketball?” understanding
the student has.
Allison La Rue
401: Assessment Portfolio (Topic & Standards/Cognitive Complexity Matrix)

CCSS.ELA- 3 Students can Student can Students can Students can CR

LITERACY.RL.3.3 identify the identify the identify the determine the
Describe characters in a main characters in a traits of similarities and
story (their traits, characters in story and what characters in a differences
feelings, and other a story. their role was in story and between
characteristics) and the story. explain in characters in a
identify their role in the writing the story based on
story. impact these their traits and
characteristics explain the
had on the impact these
events of the traits had on the
story. For outcome of the
example, “John story or scene.
began breaking
out of his
comfort zone,
and now he had
more friends.”
CCSS.ELA- 2 Students can Given a piece Students can Students can FA
LITERACY.RL.3.2 retell a story of writing, write a evaluate the
Recount stories and that they students can summary of the different pieces
determine the central have read use examples book chose and of writing on
message of the story mentioning from the text to explain the the same topic
using key details key details identify the central ideas in and identify the
conveyed through the from the text central message the story using similarities and
text. in their own of a story and key details differences in
words. understand how from the text as the central ideas
the details of support for or moral of the
the story their findings. story.
illustrate the
message. For
example, “The
central idea of
the story was
that it is not
okay to steal
since John got
in trouble and
felt guilty after
he stole the
candy.”
Allison La Rue
401: Assessment Portfolio (Topic & Standards/Cognitive Complexity Matrix)

CCSS.ELA- 3 Students can Students can Students can a Students can CR

LITERACY.RL.3.6 define what a read a passage story and retell read a story and
Distinguish their own “point of and determine the story use a Venn
point of view from that view” is in a the reason for through the Diagram to
of the narrator or story. the narrators’ narrator’s point compare their
author. point of view of view point of view of
using the text explicitly. For a story from
for key details. example, “The that of the
narrator felt narrator.
that John was
being rewarded
by being able to
go bike riding,
but I find it
scary.”
CCSS.ELA- 2 Students can Students can Student can Given a piece of CR
LITERACY.RL.3.9 identify the identify a read two stories writing,
Identify differences and meaning of theme of a book and explain the students can use
similarities between the words based on the differences and a Venn
themes, settings, and “theme” illustrations similarities Diagram to
plots of stories. “setting” and alone and not between theme, determine the
“plot” when considering the plot, and setting differences
used in text. of that story. between two
literature. For example, stories.
“The characters
look sad on this
page, so this
event might
have been a
negative impact
on the story.”
CCSS.ELA- 1 Students can Students can Students can Students can SR
LITERACY.RL.3.5 understand write a compare create a Venn
Refer to parts of stories and state the summary of a different Diagram
when writing and meaning of story using the chapters of a comparing and
speaking about a text, the words terms “scene” book to the contrasting the
using terms like “chapter” and “chapter” “scene” of the chapters of the
chapter, scene, etc. and “scene.” etc. book in the same book.
For example, movie version.
“In the
second scene
in chapter 1,
John goes to
the store.”
Allison La Rue
401: Assessment Portfolio (Topic & Standards/Cognitive Complexity Matrix)

CCSS.ELA- 1 Student can Students can Students can Students can SR

LITERACY.RL.3.5 state the write a understand the write out a short
Retell the parts of the meaning of summary of the result story using
story using transitional the words story using transitional transitional
phrases. (First, Next, first, next, transitional phrases have on phrases
Then, Finally) then, finally, phrases the outcome of throughout the
and recall the accurately. the story. writing to
sequence demonstrate
they understanding.
represent.
For example,
“First John
went to the
store, and
then he
played
catch.”
3-LS3-1 4 Students can Student can Students can Students can PA
Analyze and interpret understand identify how identify how solve complex
data to provide the different the traits of the traits got word problems
evidence that plants traits plants plants and passed down or using compare
and animals have traits and animals animals exist stopped and contrast to
inherited from parents have. together in one existing and determine the
and that variation of cohesive group. explain this in relationship
these traits exists in a writing. between which
group of similar traits plants and
organisms. animals have in
common and
what traits they
differ in. For
example,
“These two
plants have this
relationship
based on my
diagram, but
they differ in
these ways.”
Allison La Rue
401: Assessment Portfolio (Topic & Standards/Cognitive Complexity Matrix)

CCSS.ELA- 4 Students can Students can Students can Students can PA

LITERACY.RL.3.10 understand identify the read two books read books with
By the end of the year, the result the by the same the same
students will be able to difference similarities and author and characters and
compare and contrast between differences had accurately create a Venn
themes, settings, and compare and on the story. compare and diagram that
plots of stories written contrast. contrast two depicts the
by the same author different similarities and
about the same or characters that differences
similar characters. are present in between the
the book. two stories and
identify the
relationship
between the
two books. For
example, “My
venn diagram
shows the
similarities and
differences
between these
two stories
written by the
same author.”