Depth of Knowledge Civic Literacy Teacher Network Social Studies

Depth of Knowledge Guiding Questions….  What is Depth of Knowledge?  How does Depth of Knowledge impact instruction and assessment?

Depth of Knowledge is… One step in the alignment process

DOK (cont.) 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) 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)

DOK (cont.) Ensures alignment of content standards and state assessment items Ensures alignment of content standards and state assessment items Ensures that an assessment item is as cognitively demanding as the expectation of the content standard Ensures that an assessment item is as cognitively demanding as the expectation of the content standard Provides a consistent framework across content areas for alignment Provides a consistent framework across content areas for alignment

Remember: Depth of Knowledge… Is descriptive, not a taxonomy Is descriptive, not a taxonomy Focuses on how deeply a student has to know the content in order to respond Focuses on how deeply a student has to know the content in order to respond Is not the same as difficulty Is not the same as difficulty

DOK (cont.) Assigning Depth-of- Knowledge to content standards and assessment items is an essential requirement of alignment analysis Assigning Depth-of- Knowledge to content standards and assessment items is an essential requirement of alignment analysis Four levels of Depth of Knowledge were used for our analysis: Four levels of Depth of Knowledge were used for our analysis:

Recall and Reproduction – Level 1 Skills & Concepts/Basic Reasoning – Level 2 Strategic Thinking/Complex Reasoning - Level 3 Extended Thinking/ Reasoning - Level 4 DOK (cont.)

Recall and Reproduction (DOK 1) Focus on specific facts, definitions, details, or using routine procedures Focus on specific facts, definitions, details, or using routine procedures

Recall and Reproduction (DOK 1): Examples Recall facts, terms, concepts Recall facts, terms, concepts Recognize or identify specific information in charts, maps, tables, graphs, and drawings Recognize or identify specific information in charts, maps, tables, graphs, and drawings

Skills and Concepts/ Basic Reasoning (DOK 2) Requires basic application of skills and concepts, decision-making approaches Requires basic application of skills and concepts, decision-making approaches Requires deeper knowledge than just giving a definition such as explaining how or why Requires deeper knowledge than just giving a definition such as explaining how or why

Skills and Concepts/ Basic Reasoning (DOK 2): Examples Describe or give an example Describe or give an example Compare/contrast people, places, events, purposes, and concepts Compare/contrast people, places, events, purposes, and concepts

Strategic Thinking/ Complex Reasoning (DOK 3) Requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning Requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning

Strategic Thinking/ Complex Reasoning (DOK 3): Examples Analyze similarities in differences in issues and problems Analyze similarities in differences in issues and problems Explain, generalize or connect historical events or ideas, using supporting evidence from a text or source Explain, generalize or connect historical events or ideas, using supporting evidence from a text or source

Extended Thinking/ Reasoning (DOK 4) Requires complex reasoning, planning, and thinking generally over extended periods of time for the investigation or to complete the multiple steps of the assessment item Requires complex reasoning, planning, and thinking generally over extended periods of time for the investigation or to complete the multiple steps of the assessment item

Extended Thinking/ Reasoning (DOK 4) Extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking Extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking

Extended Thinking/ Reasoning (DOK 4): Examples Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Connect and relate ideas and concepts within the content area or among content areas Connect and relate ideas and concepts within the content area or among content areas

Practice Depth of Knowledge!!!

Depth of Knowledge 1. The purpose of the system of shared powers in the U.S. Constitution is to a. grant most legislative power to the House of Representatives b. establish guidelines at the state and local levels c. balance the interests and power of large and small states d. prevent any one branch of the government from gaining too much power. SS Students will explain why the framers of the Constitution felt it was important to establish a government with limited powers that were shared across different levels (local, state, national) and branches (executive, legislative, judicial). DOK 1- Item requires students to recall information about the purpose of the system of shared powers in the U.S. Constitution.

DOK- Practice cont “No free man shall be seized, imprisoned,…or in any way destroyed; nor will we (the king) proceed against or persecute him except by the lawful judgment of his peers, or by the the law of land.”— Magna Carta 1215 The democratic principal to which the above passage refers is a. a.the right to bear arms b. b.freedom of speech c. c.freedom of press d. d.the right to a trial by jury SS Students will explain and give examples of how significant United States documents (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and guaranteed certain rights for all citizens. DOK 2 DOK 2- Item requires students to examine a quotation and determine which democratic principle it illustrates.

DOK Practice cont. The Supremacy Clause establishes the Constitution of the United States as the supreme law of the land. a. Using one example, explain how the framers of the Constitution anticipated some of the problems associated with federalism when they drafted the Supremacy Clause. b. Citing evidence from at least one example, analyze the impact of the Supremacy Clause of the Constitution on the workings of government at both the federal and state level. SS-HS Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.” DOK 3 DOK 3- Item requires students to explain why the framers of the Constitution drafted the Supremacy Clause and, citing evidence, analyze its impact on both the federal and state levels.