CTESS ebook

Standard 7 : Cognitive Rigor Provides students with meaningful opportunities to engage in higher level thinking to solve applied problems using academic skills such as analyzing, synthesizing, and decision making Lines of Evidence The teacher provides evidence of student assignments/projects that show engagement in higher level thinking skills during the learning process. Learning and Teaching Evidence Evidence of Rigor The evidence describes the complexity of mental processing that occurs for students to answer a question, perform a task, or generate a product that requires greater conceptual understanding and cognitive processing. PLC Notes, Lesson Planning Evidence, Cognitive Rigor Rubric, can be submitted. Evidence of a Completed Student Assignment that Reflects Higher Level Thinking

The teacher provides evidence of a completed student assignment/project that shows conceptual understanding and cognitive rigor or higher level learning. Student work samples are submitted. Artifacts could include: • ​ Evidence of Rigor (e.g., PLC Notes, Lesson Planning Evidence, Cognitive Rigor Rubric) • ​ Student Assignments/Projects

Benchmark Criteria Highly Effective: All of the following:

• ​ One piece of Evidence of Rigor that documents or demonstrates higher level student learning tasks • ​ Samples of two different completed student assignments/projects that reflect higher level learning Effective: All of the following: • ​ One piece of Evidence of Rigor that documents or demonstrates higher level student learning tasks • ​ Sample of one completed student assignment/project that reflects higher level learning Emerging Effective/Minimally Effective : • ​ One piece of Evidence of Rigor that documents or demonstrates higher level student learning tasks OR • ​ Sample of one completed student assignment/project that reflects higher level learning Not Effective: • ​ No evidence documenting higher level student learning

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