Post on 29-Dec-2015
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The Depth of Knowledge (DOK) MatrixWhat do I Need to Know?
Assessment writers for CCSS use the DOK Matrix (combining Blooms and Depth of Knowledge) to close the gap between how we expect students to think (Bloom’s) and the evidence of that thinking (Webb’s).
• The DOK Matrix can guide instruction and assessment.
• The DOK Matrix is used to create Learning Progressions for each standard.
• Each Common Core State Standard has an assigned DOK.
• The Depth of Knowledge Matrix integrates Webb’s DOK’s and Bloom’s Taxonomy.
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Webb’s DOK
1 Recall and
Reproduction
2 Skills and Concepts
3 Short term
Strategic Thinking
4 Extended Thinking
Bloom’s TaxonomyKnowledge Comprehension Application Analysis Evaluation Synthesis
(remembering) (understanding) (applying) (analyzing) (evaluating) (creating)
Blooms Taxonomy and Webb’s Depth of Knowledge
Depth of Knowledge – kind of task.
Blooms – the thinking approach needed to complete a task.
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Webb’s DOK
1 Recall and
Reproduction
2 Skills and Concepts
3 Short term
Strategic Thinking and Reasoning
4 Extended Thinking
Bloom’s TaxonomyKnowledge Comprehension Application Analysis Evaluation Synthesis
(remembering) (understanding) (applying) (analyzing) (evaluating) (creating)
Each color in this table represent a DOK target.
Watch as Bloom’s Taxonomy and Webb’s Depth of Knowledge form the DOK Matrix.
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Evaluate(Evaluating)
Recall, locate basic facts, definitions, details and events
Select appropriate words for use when intended meaning is clearly evident.
DOK LEVEL 1Recall and Reproduction
Comprehension(Understand)
DOK LEVEL 3Reasoning and Thinking
DOK 2Skills and Concepts
DOK 4Extended Thinking
Synthesize(Creating)
-Use context to identify word meanings-Obtain and interpret information using text features.
-Specify, explain relationships-Summarize-Identify central ideas
Analysis(Analyzing)
Apply(Applying)
Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.
Knowledge(Remember)
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or Potential bias) to critique a text.
-Use concepts to solve non-routine problems.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
-Compare literary elements, facts, terms and events.-Analyze format, organization & text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
-Synthesize information across multiple sources or texts.-Articulate a new voice, theme, knowledge or perspective.
-Evaluate relevancy, accuracy and completeness of information across texts or sources
Analyze multiple sources or multiple text.-Analyze complex abstract themes.
Devise an approach among many alternatives to research a novel problem.
-Explain how concepts or ideas specifically relate to other content domains.
-Develop a complex model or approach for a given situation.-Develop an alternative solution.
-Generate conjectures or hypotheses based on observations or prior knowledge and experience.
-Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept.
Bloom’s Taxonomy and Webb’s DOK form a Cognitive Matrix
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Webb’s Depth of Knowledge
DOK LEVEL 1Recall and Reproduction
DOK LEVEL 2Basic Skills and
Concepts
DOK LEVEL 3Strategic Thinking
and Reasoning
DOK LEVEL 4Extended Thinking
Blooms
Remember (Knowledge)
-Recall, locate basic facts, definitions, details and events
Understand(Comprehend)
-Select appropriate words for use when intended meaning is clearly evident.
-Specify, explain relationships-Summarize-Identify central ideas
-Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
-Explain how concepts or ideas specifically relate to other content domains.
Apply -Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.
-Use context to identify word meanings-Obtain and interpret information using text features.
-Use concepts to solve non-routine problems.
-Devise an approach among many alternatives to research a novel problem.
Analyze - Identify the kind of information contained in a graphic, table, visual, etc.
-Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
-Analyze multiple sources or multiple text.-Analyze complex abstract themes.
Evaluate -Cite evidence and develop a logical argument for conjectures based on one text or problem.
-Evaluate relevancy, accuracy and completeness of information across texts or sources
Create(Synthesize)
-Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept.
-Generate conjectures or hypotheses based on observations or prior knowledge and experience.
-Develop a complex model or approach for a given situation.-Develop an alternative solution.
-Synthesize information across multiple sources or texts.-Articulate a new voice, theme, knowledge or perspective.
A Completed DOK Matrix Showing Paths and End Target Goals
2009 ©Karin K Hess, Hess Cognitive Rigor Matrix – Permission to reproduce is given when authorship is fully cited.
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2. The DOK Matrix Instructional PathsEach standard has an assigned Depth of Knowledge.
The DOK determines the cognitive level of instruction.
Recall, locate basic facts, definitions, details and events
Select appropriate words for use when intended meaning is clearly evident.
DOK 1Recall and Reproduction
Knowledge (remembering)
Comprehend understanding
DOK 2Skills and Concepts
Apply
Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.
-Specify, explain relationships-Summarize-Identify central ideas
-Use context to identify word meanings-Obtain and interpret information using text features.
DOK 3Reasoning and
Thinking
Analyze
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
DOK 4Extended Thinking
-Synthesize information across multiple sources or texts.-Articulate a new voice, theme, knowledge or perspective.
-Evaluate relevancy, accuracy and completeness of information across texts or sources
Analyze multiple sources or multiple text.-Analyze complex abstract themes.
Devise an approach among many alternatives to research a novel problem.
-Explain how concepts or ideas specifically relate to other content domains.
-Develop a complex model or approach for a given situation.-Develop an alternative solution.
-Generate conjectures or hypotheses based on observations or prior knowledge and experience.
-Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept.
Creating(Synthesizing)
Four Instructional PathsSelected Response
Constructed Response Performance Task
RI.4.5
Placement of Grade 4 Informational Text Standards on the DOK Matrix
RI.4.3RI.4.1
RI.4.1
RI.4.4
RI.4.6
RI.4.7
RL.4.8
RL.4.9
Click only once at the beginning of this slide and then again after the last standard moves to its place.
RI.4.2
RI.4.3
RI.4.7
RL.4.9
RI.4.5
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Grade 4: Literary Text (RL) and DOKs Informational Text (RI) and DOKs
Standard 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Grade 4 1,2 2 2,3 1,2 2,3 3,4 3 N/A 4 N/A 1,2 2 2,3 1,2 2 3,4 2,3 3 4 N/A
The Pacing Guides list each Common Core State Standard’s assigned Depth of Knowledge (DOK) level.
DOK 1 Blue
DOK 2 Green
DOK 4 Red
DOK 3 Orange
There are no CCSS Reading Standards listed as having only a DOK of 1. Standards with a DOK of 1 are listed as DOK 1,2. The highest level of cognitive demand for those standards would be considered a “2.”
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Why Does it Matter?
If we know the DOK level of each standard, we can work backwards and create the small sequential steps called learning progressions the predicted set of skills needed to be able to complete the required task demand of each standard.
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Depth of Knowledge 3 Learning Progressions for RI.4.8 Assessments Selected Response Selected and Constructed Responses Performance Task Prompt for RI.4.8Reading Informational Text CCSS: RI.4.8
RI.4.8 Students explain how _____usesreasons and evidence in the book,_______,to support particular points in the text about___.Cognitive Learning
Progression Targets
Grade 4DOK – 1 – Pre. DOK – 2 Pre-Requisites DOK – 3 - Target
Assessments at this level evidence basic recall of facts, events or simple processes.
Assessments at this level have evidence of understanding skills and concepts.
Assessments at this level need to have evidence of strategic reasoning using textual evidence as support.
DOK Guide gRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text
Identify specific information on a graphic (chart, table, etc…).
Categorize events in the text for a purpose (interpret)
Analyze text structure to locate supporting evidence
Distinguish relevant from irrelevant information
Make logical connections using text evidence
Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text
Use evidence to reason (concept) about a problem
Analyze interrelationships among concepts, issues and problems
Use reasoning, planning, and evidence to support inferences
Student NAME1 2 3 4 5 6 7
Learning Progressions Example for Standard RI.4.8
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Overview: Students prepare to write a short research paper based on an historical figure. They interpret with evidence and reason to support a topic and draw conclusions (ELP Target) They plan using a graphic organizer drawing evidence from texts and technological tools. Students revise their writing with correct capitalization. They link ideas within categories using words and phrases.Reading Skill: Making JudgmentsReading Strategy: Monitor/ClarifyE.L.P. Target Function:
Interpreting (Conclusions)Explaining
E.L.P. Target Forms: Interpret: implicit meaning & propaganda (exaggeration) comparative adj: er, -est, does/does not, adverbs of degree (quite, too) and manner (-ly), Explain: in, is, I came, I ___(ed), had, but, (adverbs of manner), then, as a result of,
I Read to support a point using reasons and evidence.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text (supportsELP Target – Explain).Ask: How does the author support the point about ___ with reasons and evidence(supports ELP Target – Interpret).
Unit of Study #5 - Informational TextQuarter 3
DOK LEVEL 3Reasoning and Thinking
Analyze
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
Standard RI.4.8
Follows DOK Path 3
Example of DOK Path 3Pa
cing
Gui
de b
y Q
uart
erStandard RI.4.8 has an assigned DOK of 3. How might instruction look following the DOK 3 path?
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DOK LEVEL 3Reasoning and Thinking
Analyze -Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
-Compare literary elements, facts, terms and events.-Analyze format,organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
Targeted instruction for standard RI.4.8 is at the end of DOK path 3.
End Target for RI.4.8
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-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Work Backwards…. Start with the end goal from the DOK Matrix.
Building Learning Progressions
RI.4.8 Students explain how Neta Lohnes uses reasons andevidence in her book, The Stout Hearted Seven: Orphaned onthe Oregon Trail, to support particular points regarding howThe seven Sager children survived the overland journey toOregon without their parents.
Write a Performance Task Prompt
Unit of Study #5 - Informational TextQuarter 3
RI.4.8 Explain how an author uses reasons andevidence to support particular points in a text
(supports ELP Target Explain). Ask: How doesThe author support the points about__with reasons and evidence (supports ELPTarget -Interpret)?
Paci
ng G
uide
by
Qua
rter
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-Use concepts to solve non-routine problems.
Develop a Constructed Response
Students use evidence to reason (concept) about a problem.
Example: What actions were taken when the seven Sager children were orphaned on the trail to Oregon? In your opinion, were there other options? Write an opinion paragraph that supports your response.
Unit of Study #5 - Informational TextQuarter 3
RI.4.8 How does the author support the pointabout ___ with reasons and evidence(supports ELP Target Interpret)?
Paci
ng G
uide
by
Qua
rter
RI.4.8 Students explain how Neta Lohnes uses reasons andevidence in her book, The Stout Hearted Seven: Orphaned onthe Oregon Trail, to support particular points regarding howThe seven Sager children survived the overland journey toOregon without their parents.
RI.4.8 Target - Performance Task...
DOK 3Reasoning and
Thinking
Analyze
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
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Develop a Constructed Response
Students make logical connections using text evidence.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Example: In what ways were the lives of the seven Sager children the same at the mission as it was on the Oregon trail? Use specific examples from the text to write a paragraph that explains how both the mission and the Oregon trail impacted their lives in the same way.
Unit of Study #5 - Informational TextQuarter 3
RI.4.8 How does the author support the pointabout ___ with reasons and evidence(supports ELP Target Interpret)?
Paci
ng G
uide
by
Qua
rter
RI.4.8 Students explain how Neta Lohnes uses reasons andevidence in her book, The Stout Hearted Seven: Orphaned onthe Oregon Trail, to support particular points regarding howThe seven Sager children survived the overland journey toOregon without their parents.
The End Goal - Performance Task...
DOK 3Reasoning and
Thinking
Analyze
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
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Reading Skill: Making JudgmentsReading Strategy: Monitor/ClarifyE.L.P. Target Function:
Interpreting (Conclusions)Explaining
E.L.P. Target Forms: Interpret: implicit meaning & propaganda (exaggeration) comparative adj: er, -est, does/does not, adverbs of degree (quite, too) and manner (-ly), Explain: in, is, I came, I ___(ed), had, but, (adverbs of manner), then, as a result of,
I Read to support a point using reasons and evidence.RI.4.8 Explain how an author uses reasons and evidence to supportparticular points in a text (supports ELP Target – Explain).Ask: How doesthe author support the point about ___ with reasons and evidence(supports ELP Target – Interpret).
-Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
Develop a Selected Response
Example: Which event affected the seven Sager childrens’ survival on the Oregon Trail the most? Select the best answer.
Students categorize events in the text for a purpose (to interpret).
Paci
ng G
uide
by
Qua
rter
Unit of Study #5 - Informational TextQuarter 3
DOK 3Reasoning and
Thinking
Analyze
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
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Reading Skill: Making JudgmentsReading Strategy: Monitor/ClarifyE.L.P. Target Function:
Interpreting (Conclusions)Explaining
E.L.P. Target Forms: Interpret: implicit meaning & propaganda (exaggeration) comparative adj: er, -est, does/does not, adverbs of degree (quite, too) and manner (-ly), Explain: in, is, I came, I ___(ed), had, but, (adverbs of manner), then, as a result of,
I Read to support a point using reasons and evidence.RI.4.8 Explain how an author uses reasons and evidence to supportparticular points in a text (supports ELP Target – Explain).Ask: How doesthe author support the point about ___ with reasons and evidence(supports ELP Target – Interpret).
Develop a Selected Response
Example: Identify the kind of information on the chart that would be most beneficial for someone planning a trip using the Oregon Trail in 1850. Select the best answer.
Students identify specific information on a graphic.
- Identify the kind of information contained in a graphic, table, visual, etc.
Unit of Study #5 - Informational TextQuarter 3
Paci
ng G
uide
by
Qua
rter
DOK 3Reasoning and
Thinking
Analyze
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
Evaluate
-Use concepts to solve non-routine problems.
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DOK - 1Students identify specific information on a graphic. Example: Example: Identify the kind of information on the chart that would be most beneficial for someone planning a trip using the Oregon Trail in 1850. Select the best answer.
DOK - 2Students categorize events in the text for a purpose (to interpret) . Example: Which event affected the seven Sager childrens’ survival on the Oregon Trail the most? Select all events that apply.
DOK - 3Students make logical connections using text evidence. Example: In what ways were the lives of the seven Sager children the same at the mission as it was on the Oregon trail? Use specific examples from the text to write a paragraph that explains how both the mission and the Oregon trail impacted their lives in the same way.
RI.4.8 Students explain how Neta Lohnes uses reasons and evidence in her book, The Stout Hearted Seven:Orphaned on the Oregon Trail, to support particular points regarding how The seven Sager children survived theoverland journey to Oregon without their parents.
DOK - 3Students use evidence to reason (concept) about a problem. Example: What actions were taken when the seven Sager children were orphaned on the trail to Oregon? In your opinion, were there other options? Write an opinion paragraph that supports your response.
Example of Sequenced Learning Progressions for RI.4.8
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Depth of Knowledge 3 Learning Progressions for RI.4.8 Assessments Selected Response Selected and Constructed Responses Performance Task Prompt for RI.4.8Reading Informational Text CCSS: RI.4.8
RI.4.8 Students explain how _____usesreasons and evidence in the book,_______,to support particular points in the text about___.Cognitive Learning
Progression Targets
Grade 4DOK – 1 – Pre. DOK – 2 Pre-Requisites DOK – 3 - Target
Assessments at this level evidence basic recall of facts, events or simple processes.
Assessments at this level have evidence of understanding skills and concepts.
Assessments at this level need to have evidence of strategic reasoning using textual evidence as support.
DOK Guide g an-o an-p an-r an-s c-u c-w ap-x an-z an-BRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text
Identify specific information on a graphic (chart, table, etc…).
Categorize events in the text for a purpose (interpret)
Analyze text structure to locate supporting evidence
Distinguish relevant from irrelevant information
Make logical connections using text evidence
Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text
Use evidence to reason (concept) about a problem
Analyze interrelationships among concepts, issues and problems
Use reasoning, planning, and evidence to support inferences
Student NAME1 2 3 4 5 6 7
Learning Progressions: The Foundation for All Assessments
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Listen as each task (learning progression) is read. Then decide…. Where each task belongs on the DOK Matrix.
Task A: How many children were on the wagon train? Use the table below. Select the correct answer.
Task F: Would you interpret the author’s statement _____, as bias?
Task E: Is there text evidence to support that that all pioneers were brave?
Task B: Food had to be carefully distributed during the journey to Oregon. What distribution method was used in the text? What other ways could there have been to distribute the food?
Task C: What evidence did the pioneers have that the journey could be dangerous? Was it a good idea for the pioneers to have a scout? Defend your position.
Task D: When the author explains what a wagon is by listing characteristics and features, what text structure is she using - Compare and Contrast, Description, Cause and Effect or Sequence?
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Depth Thinking
Level 1Recall & Reproduction
Level 2Skills & Concepts
Level 3Strategic Thinking/ Reasoning
Level 4Extended Thinking
Remember
Understand
Apply
Analyze
Evaluate
Create
Recall, locate basic facts, definitions, details and events
Select appropriate words for use when intended meaning is clearly evident.
Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.
- Identify the kind of information contained in a graphic, table, visual, etc.
-Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept.
-Use context to identify word meanings-Obtain and interpret information using text features.
-Specify, explain relationships-Summarize-Identify central ideas
-Generate conjectures or hypotheses based on observations or prior knowledge and experience.
-Use concepts to solve non-routine problems.
Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).
-Cite evidence and develop a logical argument for conjectures based on one text or problem.
-Develop a complex model or approach for a given situation.-Develop an alternative solution.
-Synthesize information across multiple sources or texts.-Articulate a new voice, theme, knowledge or perspective.
-Evaluate relevancy, accuracy and completeness of information across texts or sources
Analyze multiple sources or multiple text.-Analyze complex abstract themes.
Devise an approach among many alternatives to research a novel problem.
-Explain how concepts or ideas specifically relate to other content domains.
A
C
-Compare literary elements, facts, terms and events.-Analyze format, organization & text structures.
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or Potential bias) to critique a text.
D
E
F
B
Tasks activity from previous page – Letters not in sequenced order of actual instructions.
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Using the DOK Matrix
Depth of Knowledge matches the standard to an assessment task. Bloom’s matches the type of thinking students need to complete a task.
•Analyze Instruction Is my instruction rigorous? What is the standard really asking a student to do?
• Lesson PlanningDo my lessons match the cognitive demand needed? How do I create a task at that level?
• Design Assessment Items and Tasks What tasks match the level of demand? What formative assessments should I use?
• Scaffolding and Differentiation What pre-assessments and tasks do I use for varying student levels of cognition? How do I move each student toward the needed cognitive demand of a standard?
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What’s Next?
February 25th – Learning Progressions Team begins writing progressions for each standard.
The next Elementary Leadership PLC – Assessments!
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ELA - DOK Matrix by Hess
Content Specifications and DOK Levels with Targets
SBAC Home
Depth of Knowledge Wheel
Links to DOK Matrix
Books to Read
Transformative Assessment by W. James Popham (2002)
How to Teach Thinking Skills Within the Common Core by James A Bellanca, Robin Fogarty and Brian Pete (2012)