1. Understanding Depth of Knowledge

2. Depth of Knowledge (DOK) Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with assessments Used by the Council of Chief State School Officers (CCSSO) for assessment alignment

3. Why Depth of Knowledge? No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level” (U.S. Department of Education, 2003, p. 12)

4. Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by the standard matches the assessment items (required under NCLB) Provides cognitive processing ceiling (highest level students can be assessed) for item development

5. What is Depth of Knowledge? The degree of depth or complexity of knowledge reflected in the content standards and assessments How deeply a student needs to understand the content for a given response/assessment

6. Webb’s DOK Levels Level 1 Recall and Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking Level 4 Extended Thinking

7. Depth of Knowledge Levels Level 1: Recall Recall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed Level 2: Skill/Concept Engagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions Level 4: Extended Thinking Requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time

8. Understanding Depth of Knowledge DOK is about intended outcome, not difficulty. DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. (Show House Video-clip)

9. Understanding Depth of Knowledge Difficulty is a reference to how many students answer a question correctly: How many of you know the definition of exaggerate? DOK 1 - recall If all of you know the definition, this question is an easy question. How many of you know the definition of prescient? DOK 1 - recall If most of you do not know the definition, this question is a difficult question. Copyright © 2007 Mississippi Department of Education

10. Understanding Depth of Knowledge Words like explain or analyze have to be considered in context. “Explain to me where you live” does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting. Copyright © 2007 Mississippi Department of Education

11. Depth of Knowledge Levels Level 1: Recall Recall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed Level 2: Skill/Concept Engagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions Level 4: Extended Thinking Requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time

12. DOK Level 1 Examples List animals that survive by eating other animals. Locate or recall facts explicitly found in text Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels Identify elements of music using musical terminology Identify basic rules for participating in simple games and activities

13. DOK Level 2 Examples Compare desert and tropical environments Identify and summarize the major events, problem, solution, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection Explain how good work habits are important at home, school, and on the job. Classify plane and three dimensional figures Describe various styles of music

14. DOK Level 3 Examples Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

15. DOK Level 3 Examples Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problem Explain, generalize or connect ideas, using supporting evidence from a text or sourc Create a dance that represents the characteristics of a culture

16. DOK Level 4 Examples Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle

17. DOK Level 4 Examples Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Specify a problem, identify solution paths, solve the problem, and report the results Write and produce an original play

18. Caution! The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

19. Same VERB – three DOK Levels Science DOK? – Describe a model that you might use to represent the relationships that exist within the rock cycle DOK ? – Describe the differences between metamorphic and igneous rocks DOK ? – Describe three characteristics of metamorphic rocks

20. DOK Levels Can Be Cumulative An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands.

21. Remember… Depth of Knowledge (DOK) is a scale of cognitive demand. DOK requires looking at the assessment item/standard – not student work – in order to determine the level. DOK is about the item/standard – not the student. The context of the assessment item/standard must be considered to determine the DOK – not just a look at what verb was chosen.