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Depth of Knowledge
Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) Provides cognitive processing ceiling (highest level students can be assessed) for item development Designed for use with assessments 2 Copyright ©2010 Commonwealth of Pennsylvania
Depth of Knowledge (DOK) Copyright ©2010 Commonwealth of Pennsylvania 3
Depth of Knowledge (DOK) Recall and Reproduction: Level 1 DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure, as well as performing a simple algorithm or applying a formula. Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1. Copyright ©2010 Commonwealth of Pennsylvania 4
Depth of Knowledge (DOK) DOK Level 1 Examples 1.Identify a diagonal in a geometric figure. 2.Define the following literary terms: plot, resolution... 3.Who was the 1 st president to be born in the US? 4.What is a mole? (Chem not Bio ) 5.Measure an angle. Source: Kentucky Department of Education (2007). Support Materials for Core Content for Assessment. Copyright ©2010 Commonwealth of Pennsylvania 5
Depth of Knowledge (DOK) Skills/Concepts: Level 2 DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. Keywords distinguishing Level 2 may include classify, organize, estimate, make observations, collect and display data, and compare data. These actions imply more than one mental or cognitive process/step. Copyright ©2010 Commonwealth of Pennsylvania 6
Depth of Knowledge (DOK) DOK Level 2 Examples 1.Compare the tragic flaws two different protagonists. 2.Compare two sets of data using the mean, median, and mode of each set. 3.Study a list of policy ideas and determine which of the two main political parties would favor each idea. 4.Extend a geometric pattern. 5.Organize a set of data and construct an appropriate display. Source: Kentucky Department of Education (2007). Support Materials for Core Content for Assessment. Copyright ©2010 Commonwealth of Pennsylvania 7
Depth of Knowledge (DOK) Strategic Thinking: Level 3 DOK 3 requires reasoning, planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Copyright ©2010 Commonwealth of Pennsylvania 8
Depth of Knowledge (DOK) DOK Level 3 Examples 1.Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer. 2. Create an argument, using facts and details, to determine the best and worst presidents in U.S. history. 3.Explain how changes in the dimensions affect the area and perimeter/circumference of geometric figures. 4.Provide a mathematical justification when a situation has more than one outcome. Interpret information from a series of data displays. Source: Kentucky Department of Education (2007). Support Materials for Core Content for Assessment. Copyright ©2010 Commonwealth of Pennsylvania 9
Depth of Knowledge (DOK) Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. It requires complex reasoning, planning, developing, and thinking. Students are expected to make connections - relate ideas within the content or among content areas — and select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time. Copyright ©2010 Commonwealth of Pennsylvania 10
Depth of Knowledge (DOK) Extended Reasoning/Thinking Examples: Level 4 1.Specify a problem, identify solution paths, solve the problem, and report the results. 2.Collect data over time taking into consideration a number of variables and analyze the results. 3.Model a social studies situation with many alternatives and select one approach to solve with a mathematical model. 4.Develop a rule for a complex pattern and find a phenomenon that exhibits that behavior. 5.Complete a unit on formal geometric constructions, such as nine-point circles or the Euler line. 6.Construct a non-Euclidean geometry. Source: Kentucky Department of Education (2007). Support Materials for Core Content for Assessment. Copyright ©2010 Commonwealth of Pennsylvania 11
Depth of Knowledge (DOK) Kentucky Department of Education.
Teaching with Depth An Understanding of Webb’s Depth of Knowledge.
Depth Of Knowledge Basics © 2010 Measured Progress. All rights reserved. He who learns but does not think is lost. He who thinks but does not learn is.
Transition to PA Common Core: Rigor in Learning and Assessment of Learning Copyright ©2010 Commonwealth of Pennsylvania 1.
1 Webb’s Depth of Knowledge Model developed by Norman Webb, University of Wisconsin, Center for Education Research, to analyze alignment of standards with.
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Understanding Depth of Knowledge. Depth of Knowledge (DOK) Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with.
1 Cognitive Demand in Problems Cognitive demand is a measure of what the instructional question (a question posed during class) or test item requires.
Modified from Depth of Knowledge presentation by Dr. Robin Smith at 2009 PRESA Leadership Conference… Adapted from Kentucky Department of Education, Mississippi.
Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.
DOK and GRASPS, an Introduction for new staff Caitlin Winebarger and Joan Gonzales.
An Understanding of Webb’s Depth of Knowledge Tammy Seneca, Ph.D.
Depth of Knowledge (DOK) An Overview. 2 Depth of Knowledge (DOK) Adapted from the model used by Norman Webb, University of Wisconsin.
Webb’s Depth of Knowledge. Norman L. Webb, University of Wisconsin Began 1997 Complexity of both content and task required Curriculum & Instruction/Educational.
Depth of Knowledge in Math K-5 Math Back to School Conference August 1, 2014 Gardendale High School.
NEW REALITY STUDENTS MUST HAVE HIGHER-ORDER THINKING SKILLS 1.
Quick Glance At ACTASPIRE Math. ACTASPIRE ACT Aspire Mathematics Test Grades 3-8 Total Test Time grade 3 – 5: 55 minutes Total Test Time grade 6 – 7:
Understanding Depth of Knowledge Lou Maynus, Mathematics Coordinator WVDE.
A scale of cognitive demand. Code with a ? to indicate that you have never heard of this, Code with a + to indicate that you know something about.
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Depth of Knowledge Assessments (D.O.K.) Roseville City School District Leadership Team.
UNDERSTANDING DEPTH 0F KNOWLEDGE Steve Williams, Fine Arts Consultant MO Department of Elementary and Secondary Education.
COABE 2014 Forging the Future Implementing Webb’s DOK in the Active Learning Classroom Sara Z. Gutting Education Consultant (317)
2007 Mississippi Department of Education 2007 Mississippi Mathematics Framework Revised Training (Grades 6-12) Day 1.
By Benjamin Newman. Define “Cognitive Rigor” or “Cognitive Demand” Understand the role (DOK) Depth of Knowledge plays with regards to teaching with.
Introduction to Depth of Knowledge Jamie Marantz Director Core Learning Dublin Unified School District Presentation.
An Overview of Webb’s Depth of Knowledge. Standards Alignment WPSD Learning Principles Differentiation & RtI Progress Monitoring State/District Assessment.
Getting to Know Webb’s. Webb’s Depth of Knowledge Level One (recall) requires simple recall of such information as fact, definition, term, or simple procedure.
Depth of Knowledge (DOK). What is Depth of Knowledge (DOK)? Refers to the complexity of thinking skills that a task requires. NOT determined by the verb.
PLANTING THE SEEDS OF RIGOR Region I Principals’ Meeting November 5, 2010.
Depth of Knowledge Teaching and Learning at All Levels.
March 21, What do you already know about DOK? What do you want to learn?
Welcome to the Data Warehouse HOME HELP COGNITIVE LEVELS Assessments COGNITIVE LEVELS.
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February 20, 2009 Enjoy some breakfast and networking! We’ll begin at 9:00.
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Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy Presented by NHCS Gifted Education Specialists.
Tuesday 08/12 Grab DOK handouts and put them in your “Units” tab. Warm-up: Look over the Academic Integrity Policy that you researched for homework. Respond.
Depth of Knowledge and the Cognitive Rigor Matrix 1.
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