1. Webb’s Depth of Knowledge
Model developed by Norman Webb, University of Wisconsin, Center for Education Research, to analyze alignment of standards with assessments.
Webb Model: Provides analysis of the degree of intersection of state assessments and content standards, which combines qualitative expert judgments and quantified coding and statistical analysis. The Council worked with Norman Webb in developing the model.
Webb Model
The model developed by Norman Webb from the University of Wisconsin, provides a reliable set of procedures and criteria for conducting alignment analysis studies, which combine qualitative expert judgments and quantified coding and analysis of standards and assessments. The product of the analysis is a set of statistics for each standard and grade on the degree of intersection, or alignment, between the content embedded in state content standards and the content in state assessments. The Webb model has been used in alignment studies with more than 10 states, partly through SCASS collaborative projects managed by CCSSO. The model has been used for language arts, mathematics, science, and social studies.
Following the training process, four to six reviewers, including teachers and content specialists, individually identify the content standard objectives that match each assessment item. They first determine the 'depth of knowledge' required by each objective or benchmark of the content standards being analyzed, and code each using one of four levels of knowledge: (a) recall, (b) skill/concept, (c) strategic thinking, (d) extended thinking. Operational definitions and labels vary somewhat by subject. Second, reviewers determine the objective or benchmark represented by each item or task on the state assessment being reviewed, and they rate the level of knowledge necessary for a student to successfully complete the item or task.
Norman L. Webb is a senior research scientist with the Wisconsin Center for Education Research and the National Institute for Science Education. Webb is a mathematics educator and evaluator who leads the Institute's work on strategies for evaluating reform and rethinking how we evaluate mathematics and science education, while focusing on the NSF's Mathematics and Science Partnerships. His own research has focused on assessment of students' knowledge of mathematics and the alignment of standards and assessments. Webb also directs evaluations of curriculum and professional development projects.

2. DOK is a reference to the cognitive demand that must occur to answer a question, perform a task, or generate a product.
Adding is a mental process.
Knowing the rule for adding is the intended outcome that influences the DOK.
Once someone learns the “rule” of how to add, is DOK 1 and is also easy.
Adding 4,678, ,578,885 is still a DOK 1 but may be more “difficult.”

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 that standard matches the assessment items (required under NCLB)

5. Webb’s Depth of Knowledge levels
Level 1 Recall and Reproduction
Level 2 Skills & Concepts
Level 3 Strategic Thinking
Level 4 Extended Thinking
Sean Elkins

6. Level 1 Recall
Requires simple recall of such information as a fact, definition, term, or performance of a simple process or procedure. A student answering a Level 1 item either knows the answer or does not.
Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps.

7. Level 1 Examples List the numbers from 0-5.
Locate or recall facts about squares.
Describe the attributes of a cube.
Determine the perimeter or area of rectangles given a drawing or labels
Identify basic rules for participating in simple games and activities

8. Level 2 Skills & Concepts
Involves some mental skills, concepts, or processing beyond habitual response. Students must make some decisions about how to approach a problem or activity. Keywords distinguishing a Level 2 item include classify, organize, observe, estimate, collect data, and compare data.
The content knowledge or process involved is more complex than in level 1. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects

9. Level 2 Examples Compare fractions and decimals
Identify and summarize the steps for solving a problem
Explain the cause-effect of a given set of data
Predict/estimate a logical outcome based on information in a chart or graph
Explain how good work habits are important at home, school, and on the job
Classify plane and three dimensional figures
Describe qualitative change (the older you get, the taller you get)
Organize, represent and compare data
Compare/contrast people, events, places, concepts

10. Level 3 Strategic Thinking
Requires reasoning, planning, using evidence, and thinking at a higher level than the previous two levels. The complexity results because the multi-step task requires more demanding reasoning.
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.
The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2.

11. Level 3 Examples
Compose and decompose geometric figures to find area/perimeter of irregular figures
Analyze or evaluate various representations of data
Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer
Explain, generalize or connect mathematical ideas to solve problems and interpret solutions
Explain, generalize, or connect ideas using supporting evidence from the text or from other sources

12. Level 4 Extended Thinking
Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains.
Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The 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.  

13. Level 4 Examples
Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of solutions.

14. Task Comparison
Thinking
Collecting data samples
Recall
Organizing the data in a chart
Skills/
concepts
Using the chart to make and justify predictions
Strategic
Developing a generalized model from the data and applying it to a new situation
Extending
Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The 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.  
is a task. exemplifies a. results in an increase to. would represent a.

15. Verbs and DOK
The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking (cognitive demand) required.

16. Same verb—three DOK levels
Level 3- Describe a model that you might use to represent the relationships of the areas of squares and triangles. (requires deep understanding of area and a determination of how best to represent it)
Level 2- Describe the difference between squares and triangles. (requires cognitive processing to determine the differences in the two types of figures)
Level 1- Describe two attributes of a square. (simple recall)

17. Reflect…
• Depth of Knowledge 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.

18. Sources:
Wisconsin Center for Education Research
Webb’s Depth of Knowledge Levels for the K-12 Tennessee Mathematics Framework, Appendix C
Mississippi Department of Education
Kentucky Department of Education