Depth Of Knowledge Categorizing Classroom Experiences Compiled by Jennifer Rose.

Depth Of KnowledgeDepth Of Knowledge

Categorizing Classroom Categorizing Classroom ExperiencesExperiences

Compiled by Jennifer Rose

Why Depth Of Knowledge?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)

Compiled by Jennifer Rosewww.jenniferrose.com

Why Depth Of Knowledge?Why Depth Of Knowledge?

Alignment of content standards with Kentucky’s state assessment as required under NCLB 2001

Provides cognitive processing ceiling (highest level students are assessed on our state assessment) for item development


What is Depth Of Knowledge?What is Depth Of Knowledge?

Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments

Used by the Council of Chief State School Officers (CCSSO) for assessment alignment in more than ten states


Webb’s Depth Of Knowledge Webb’s Depth Of Knowledge Levels:Levels:

Level 1 – Recall & Reproduction

Level 2 – Skills & Concepts Level 3 – Strategic Thinking Level 4 – Extended Thinking


Depth Of KnowledgeDepth Of Knowledge

Focuses on content standard in order to successfully complete an assessment/standard task.

Descriptive, not a taxonomy Not the same as difficulty


DOK & Bloom’s TaxonomyDOK & Bloom’s Taxonomy



KnowledgeKnowledge: arrange, define, duplicate, label, list, : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, memorize, name, order, recognize, relate, recall, repeat, reproduce state. reproduce state.

ComprehensionComprehension: classify, describe, discuss, explain, : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, express, identify, indicate, locate, recognize, report, restate, review, select, translate, restate, review, select, translate,

ApplicationApplication: apply, choose, demonstrate, dramatize, : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. sketch, solve, use, write.

AnalysisAnalysis: analyze, appraise, calculate, categorize, : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. distinguish, examine, experiment, question, test.

SynthesisSynthesis: arrange, assemble, collect, compose, : arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. organize, plan, prepare, propose, set up, write.

EvaluationEvaluation: appraise, argue, assess, attach, choose : appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. select, support, value, evaluate.


How Is DOK Being Used?How Is DOK Being Used?

Indicates the cognitive demand limits Indicates the cognitive demand limits for the state assessmentfor the state assessment

Defines the “ceiling” or highest DOK Defines the “ceiling” or highest DOK level for each Core Content for level for each Core Content for Assessment Standard for the state Assessment Standard for the state assessment assessment

Guides item development for the Guides item development for the state assessment, classification of state assessment, classification of test items, and alignment to test items, and alignment to Kentucky standardsKentucky standards


How Is DOK Being Used?How Is DOK Being Used?

Ensures alignment of content Ensures alignment of content standards and state assessment standards and state assessment itemsitems

Ensures that an assessment item is Ensures that an assessment item is as cognitively demanding as the as cognitively demanding as the expectation of the content standardexpectation of the content standard

Provides a consistent framework Provides a consistent framework across content areas for alignmentacross content areas for alignment


Level 1: Recall & Level 1: Recall & ReproductionReproduction DOK 1 requires recall of

information, such as a fact, definition, term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.


DOK Level 1 ExamplesDOK 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


DOK Level 2: Skills & DOK Level 2: Skills & ConceptsConcepts 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.

These actions imply more than one mental or cognitive process/step.



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


DOK Level 3: Strategic DOK Level 3: Strategic ThinkingThinking DOK 3 requires deep

understanding as exhibited through 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 be a Level 3.



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


DOK Level 3 Examples DOK Level 3 Examples (Cont’d)(Cont’d) 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 source

Create a dance that represents the characteristics of a culture


DOK Level 4: Extended DOK Level 4: Extended ThinkingThinking DOK 4 requires high cognitive

demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to 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.


However, extended time alone is not the distinguishing factor.

TaskTask ThinkingThinking

Collecting data samples over Collecting data samples over several monthsseveral months

RecallRecall

Organizing the data in a chartOrganizing the data in a chart Skills/Skills/

conceptsconcepts

Using this chart to make and Using this chart to make and justify predictionsjustify predictions

StrategicStrategic

ThinkingThinking

Developing a generalized Developing a generalized model from this data and model from this data and applying it to a new situation applying it to a new situation

ExtendingExtending

ThinkingThinking


DOK Level 4: Extended DOK Level 4: Extended Thinking ExamplesThinking 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”


DOK Level 4: Extended DOK Level 4: Extended Thinking ExamplesThinking 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


DOK is not verb-dependent… DOK 1-List two animals that survive by

eating other animals. (simple recall) DOK 2-List two reasons that desert

environments do not support large carnivores. (requires conceptual understanding of how organisms interact with their environments)

DOK 3-List the data you would need to collect and the experimental steps you would take to investigate the impact of precipitation amounts on the bear population of an island. (requires deep understanding of how a scientific investigation is conducted)

Same verb—three DOK levelsSame verb—three DOK levelsCompiled by Jennifer Rose

www.jenniferrose.com

DOK is not verb-dependent…

DOK 1-DOK 1- DescribeDescribe three characteristics of three characteristics of metamorphic rocks. metamorphic rocks. (simple recall) (simple recall)

DOK 2-DOK 2- DescribeDescribe the difference between the difference between metamorphic and igneous rocks. metamorphic and igneous rocks. (requires (requires cognitive processing to determine the differences in the cognitive processing to determine the differences in the two rock types)two rock types)

DOK 3-DOK 3- DescribeDescribe a model that you might a model that you might use to represent the relationships that exist use to represent the relationships that exist within the rock cycle. within the rock cycle. (requires deep understanding (requires deep understanding of rock cycle and a determination of how best to represent of rock cycle and a determination of how best to represent it)it)

Same verb—three DOK levelsSame verb—three DOK levels


DOK Levels Can Be DOK Levels Can Be CumulativeCumulative

An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands


DOK Can Be Used To DOK Can Be Used To Inform…Inform…

Curriculum Assessment (classroom and

state) Instruction (units and lessons)


Remember…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.


Depth Of Knowledge Categorizing Classroom Experiences Compiled by Jennifer Rose.

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