Modified from Depth of Knowledge presentation by Dr. Robin Smith at 2009 PRESA Leadership

Conference… Adapted from Kentucky Department of Education , Mississippi

Department of Education, and WAT (www.wat.wceruw.org/index.aspx)

Depth of KnowledgeDepth of Knowledge

??WHYWHY

•NCLB now requires all states to use an alignment process for validation purposes to show that they are aligning their assessments with the depth of each states’ academic content standards at all grade levels. The US DOE issued guidelines that include six dimensions important for making judgments about the alignment between state standards and assessments. These dimensions include: Comprehensiveness, content and performance match, emphasis, depth, consistency with achievement standards, and clarity for users.

•Used by the Council of Chief State School Officers (CCSSO) for assessment alignment in more than ten states.

Depth of Knowledge Depth of Knowledge (DOK)(DOK)

• Created by Norman Webb, University of Created by Norman Webb, University of WisconsinWisconsin

• Focuses on how deeply the students Focuses on how deeply the students need to know the content for a given need to know the content for a given responseresponse

• Descriptive, not a taxonomy or Descriptive, not a taxonomy or classification systemclassification system

• Not the same as difficultyNot the same as difficulty

• A verb does not define the depth of A verb does not define the depth of learninglearning

WEBB’S DEPTH OF WEBB’S DEPTH OF KNOWLEDGE LEVELS:KNOWLEDGE LEVELS:

Recall and Reproduction Recall and Reproduction Level 1Level 1

Skills and Concepts Skills and Concepts Level 2Level 2

Strategic ThinkingStrategic Thinking Level 3Level 3

Extended ThinkingExtended Thinking Level 4Level 4

An item at DOK Level 3 or 4 requires complex reasoning, strategic and extended thinking about the concepts of the content AND a real world context.

• DOK 1 requires recall of information, such as fact, DOK 1 requires recall of information, such as fact, definition, term, or performance of a simple definition, term, or performance of a simple process or procedureprocess or procedure

• Simple skills and abilities or recall characterize Simple skills and abilities or recall characterize DOK 1DOK 1

Recall and ReproductionRecall and ReproductionLevel 1:Level 1:

• List animals that survive by eating other animals.List animals that survive by eating other animals.• Locate or recall facts explicitly found in textLocate or recall facts explicitly found in text• Describe physical features of placesDescribe physical features of places• Determine the perimeter or area of a rectangle given a drawing or labelsDetermine the perimeter or area of a rectangle given a drawing or labels

(Performance of a simple process)(Performance of a simple process)• Identify elements of music using musical terminologyIdentify elements of music using musical terminology• Identify basic rules for participating in simple games and activitiesIdentify basic rules for participating in simple games and activities

DOK LEVEL 1 Examples:DOK LEVEL 1 Examples:

DOK 2 includes the engagement of some mental DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a processing beyond recalling or reproducing a response. Items require students to response. Items require students to make some make some decisionsdecisions as to how to approach the question or as to how to approach the question or problemproblem

These actions imply more than one mental or These actions imply more than one mental or cognitive process/stepcognitive process/step

Skills and ConceptsSkills and ConceptsLevel 2:Level 2:

• Compare desert and tropical environmentsCompare desert and tropical environments• Identify and summarize the major events, problem, solution, conflicts in Identify and summarize the major events, problem, solution, conflicts in

literary text literary text • Explain the cause-effect of historical eventsExplain the cause-effect of historical events• Predict a logical outcome based on information in a reading selectionPredict a logical outcome based on information in a reading selection• Explain how good work habits are important at home, school, and on the jobExplain how good work habits are important at home, school, and on the job• Describe various styles of musicDescribe various styles of music

DOK LEVEL 2 Examples:DOK LEVEL 2 Examples:

• DOK 3 requires deep understanding as exhibited through planning, using DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. evidence, and more demanding cognitive reasoning. The cognitive The cognitive demands at Level 3 are complex and abstractdemands at Level 3 are complex and abstract

• AnAn assessment item that has more than one possible answer assessment item that has more than one possible answer andand requires requires students to justify the response they give would most likely be a Level 3students to justify the response they give would most likely be a Level 3

Strategic ThinkingStrategic ThinkingLevel 3:Level 3:

• Compare consumer actions and analyze how these Compare consumer actions and analyze how these actions impact the environmentactions impact the environment

• Analyze or evaluate the effectiveness of literary elements Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and (e.g. characterization, setting, point of view, conflict and resolution, plot structures)resolution, plot structures)

• Solve a multiple-step problem and provide support with a Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answermathematical explanation that justifies the answer

• Develop a scientific model for a complex ideaDevelop a scientific model for a complex idea• Propose and evaluate solutions for an economic problemPropose and evaluate solutions for an economic problem• Explain, generalize or connect ideas, using supporting Explain, generalize or connect ideas, using supporting

evidence from a text or sourceevidence from a text or source• Create a dance that represents the characteristics of a Create a dance that represents the characteristics of a

cultureculture

DOK LEVEL 3 Examples:DOK LEVEL 3 Examples:

• DOK 4 requires high cognitive demand and is very complex. DOK 4 requires high cognitive demand and is very complex. Students Students are expected to make connections with related ideas within the content are expected to make connections with related ideas within the content or among content areas- and have to select or devise one approach or among content areas- and have to select or devise one approach among many alternatives on how the situation can be resolvedamong many alternatives on how the situation can be resolved

• Due to the complexity of cognitive demand, DOK 4 often requires an Due to the complexity of cognitive demand, DOK 4 often requires an extended period of timeextended period of time

Extended ThinkingExtended ThinkingLevel 4:Level 4:

• Gather, analyze, organize, and interpret information from multiple sources to Gather, analyze, organize, and interpret information from multiple sources to draft a reasoned reportdraft a reasoned report

• Analyze an author’s craft (e.g., style, bias, literary techniques, point of view)Analyze an author’s craft (e.g., style, bias, literary techniques, point of view)• Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type)

Principle”Principle”• Analyze and explain multiple perspectives or issues within or across time Analyze and explain multiple perspectives or issues within or across time

periods, events, or culturesperiods, events, or cultures• Specify a problem, identify solution paths, solve the problem, and report the Specify a problem, identify solution paths, solve the problem, and report the

resultsresults• Write and produce an original playWrite and produce an original play

LEVEL 4 Examples:LEVEL 4 Examples:

LEVEL 4 Requires Using Levels 1,2,3 ThinkingLEVEL 4 Requires Using Levels 1,2,3 Thinking

TASKTASK THINKINGTHINKINGCollect and record data samples Recall- Level 1

over several months

Organize the data into a chart Skills/Concepts- Level 2

format

Use the chart to make and Strategic Thinking- Level 3

justify predictions

Develop a generalized model from Extended Thinking- Level 4

this data and apply it to a new

situation

The Depth of Knowledge (DOK) is The Depth of Knowledge (DOK) is notnot determined by the determined by theVERB, but the context in which the verb is used and theVERB, but the context in which the verb is used and thedepth of thinking required. It’s what’s beyond the verb thatdepth of thinking required. It’s what’s beyond the verb thatmatters.matters.

In Blooms, the verb defines the depth of knowledge. In Blooms, the verb defines the depth of knowledge.

What is the most significant What is the most significant difference between difference between

Blooms Taxonomy and Blooms Taxonomy and Depth of Knowledge?Depth of Knowledge?

With DOK… What comes after the verb is more With DOK… What comes after the verb is more important than the verb itselfimportant than the verb itself

• DOK 1 – DOK 1 – DescribeDescribe three characteristics of metamorphic rocks. three characteristics of metamorphic rocks.

(Simple recall)(Simple recall)

• DOK 2 – DOK 2 – Describe Describe the difference between metamorphic and igneous rocks.the difference between metamorphic and igneous rocks.

(Requires cognitive processing to determine the differences in (Requires cognitive processing to determine the differences in the two types of rocks)the two types of rocks)

• DOK 3 – DOK 3 – Describe Describe a model that you might use to represent the a model that you might use to represent the relationships that exist within the rock cycle. relationships that exist within the rock cycle.

(Requires deep understanding of rock cycle and (Requires deep understanding of rock cycle and

determination of how best to represent it.)determination of how best to represent it.)

Same Verb – Three DOK LevelsSame Verb – Three DOK Levels

• Teachers can no longer rely solely on Teachers can no longer rely solely on

““tell-me-what-I-told-you” classroom assessmentstell-me-what-I-told-you” classroom assessments• We must begin creating “demonstrate-and apply-We must begin creating “demonstrate-and apply-

what-you-have-learned” assessments to give what-you-have-learned” assessments to give students practice in taking this kind of assessment students practice in taking this kind of assessment

• State assessments should not be the first place State assessments should not be the first place students see this type of assessmentstudents see this type of assessment

How Does DOK Impact How Does DOK Impact the Classroom?the Classroom?