Depth of KnowledgeDepth of KnowledgeAssessmentsAssessments

(D.O.K.)(D.O.K.)

Roseville City School DistrictRoseville City School District

Leadership TeamLeadership Team

Depth of Knowledge (D.O.K.)Depth of Knowledge (D.O.K.)

Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as listed in the state standards.

What Do Depth of Knowledge What Do Depth of Knowledge Assessments Accomplish?Assessments Accomplish?

DOK assessments are a mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard match.

Provides cognitive processing ceiling (highest level students can be assessed) for item development.

Where Did D.O.K. Come From?Where Did D.O.K. Come From?

Developed by Dr. Norman Webb, senior research scientist at the National Institute for Science Education.

The Depth of Knowledge conceptual framework forms the basis for development of Common Core Assessments.

How Does D.O.K. Work?How Does D.O.K. Work?

Depth of Knowledge is broken into 4 levels.

Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

Levels of D.O.K.Levels of D.O.K.

LEVEL ONE - RECALLLEVEL ONE - RECALL• Recall of a fact, information, or procedureRecall of a fact, information, or procedure

LEVEL TWO – SKILL/CONCEPTLEVEL TWO – SKILL/CONCEPT• Use information or conceptual knowledgeUse information or conceptual knowledge

LEVEL THREE – STRATEGIC THINKINGLEVEL THREE – STRATEGIC THINKING• Reasoning, developing a planReasoning, developing a plan

LEVEL FOUR – EXTENDED THINKINGLEVEL FOUR – EXTENDED THINKING• Requires an investigation, collection of data and analysis Requires an investigation, collection of data and analysis

of resultsof results

D.O.K. Compared to Bloom’sD.O.K. Compared to Bloom’s

Bloom’s taxonomy level of difficulty is Bloom’s taxonomy level of difficulty is determined by the verb. DOK’s level of determined by the verb. DOK’s level of cognitive demand is determined by the cognitive demand is determined by the context context of how the verb is used and the of how the verb is used and the depth of thinkingdepth of thinking required. required.

What comes after the verb is more What comes after the verb is more important that the verb itself.important that the verb itself.

Same Verb – Three Different Same Verb – Three Different LevelsLevels

DOK 1 - DOK 1 - DescribeDescribe three characteristics of three characteristics of metamorphic rocks.metamorphic rocks.

DOK 2 – DOK 2 – DescribeDescribe the difference between the difference between metamorphic and igneous rocks.metamorphic and igneous rocks.

DOK 3 – DOK 3 – DescribeDescribe a model you might use a model you might use to represent he relationship that exists to represent he relationship that exists within the rock cycle.within the rock cycle.

SYNTHESIS AND EVALUATIONSYNTHESIS AND EVALUATION““Putting together elements & parts to Putting together elements & parts to

form a whole, then making value form a whole, then making value judgments about the method.”judgments about the method.”

   EXTENDED THINKING

Requires an investigation; time to think and process multiple conditions of the problem or task.

BLOOM’S TAXONOMY WEBB’S DOK

KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate

material”

COMPREHENSION“Ability to process knowledge on a low level such that the knowledge can be reproduced or

communicated without a verbatim repetition.”

APPLICATION“The use of abstractions in concrete situations.”

ANALYSIS“The breakdown of a situation into its component parts.”

RECALL

Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)

SKILL/CONCEPT

Use of information, conceptual knowledge, procedures, two or more steps, etc.

STRATEGIC THINKING

Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer

D.O.K. is not about difficulty…D.O.K. is not about difficulty…

Difficulty is a reference to how many Difficulty is a reference to how many students answer a question correctly.students answer a question correctly.

Same DOK, Different Level of DifficultySame DOK, Different Level of Difficulty• Level 1 DOK - Who is the current Level 1 DOK - Who is the current

President of the United States?President of the United States?• Level 1 DOK – Who was the 19Level 1 DOK – Who was the 19thth

President of the United States?President of the United States?

DOK 1 + DOK 1 + DOK 1 = DOK 1

D.O.K. is about complexity…D.O.K. is about complexity…

The assessment question determines the The assessment question determines the level of level of cognitive demandcognitive demand, not the student , not the student work.work.

Which Level Am I?Which Level Am I?

Label locations on a map.Label locations on a map. Design and mathematical model to inform Design and mathematical model to inform

and solve a practical or abstract situation.and solve a practical or abstract situation. Identify and summarize the major events, Identify and summarize the major events,

problem, solution and conflicts in a literary problem, solution and conflicts in a literary text.text.

Analyze the interrelationships among Analyze the interrelationships among elements of the text (plot, subplots, elements of the text (plot, subplots, character, setting).character, setting).

Which Level Am I?Which Level Am I?

Explain, generalize, or connect ideas, Explain, generalize, or connect ideas, using supporting evidence from the text or using supporting evidence from the text or from other sources.from other sources.

Locate information to answer questions Locate information to answer questions related to explicit or implicit central ideas related to explicit or implicit central ideas in informational texts.in informational texts.

Identify or describe character, setting, and Identify or describe character, setting, and sequence of events.sequence of events.

Compare or analyze multiple works from Compare or analyze multiple works from the same time period or same genre.the same time period or same genre.

ResourcesResources

Next StepsNext Steps

Begin D.O.K. discussions at your siteBegin D.O.K. discussions at your site Present matrix and begin to provide Present matrix and begin to provide

opportunities to articulate around opportunities to articulate around Depth of Knowledge assessmentsDepth of Knowledge assessments• Hess Cognitive Rigor MatrixHess Cognitive Rigor Matrix• Webb’s Depth of Knowledge LevelsWebb’s Depth of Knowledge Levels• Little Red Riding Hood & Cognitive RigorLittle Red Riding Hood & Cognitive Rigor

Next Steps – Leadership Team Next Steps – Leadership Team

Review Sample AssessmentsReview Sample Assessments• Reading – 4Reading – 4thth

• Reading – 7Reading – 7thth

• ELA – 3rd – Constructed ResponseELA – 3rd – Constructed Response• ELA – 7ELA – 7thth – Constructed Response – Constructed Response• Math – 3Math – 3rdrd – Constructed Response – Constructed Response• Math – 7Math – 7thth – Constructed Response – Constructed Response

Questions?Questions?