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Understanding Depth of Knowledge
Understanding Depth of Knowledge
Lou Maynus, Mathematics Coordinator WVDE
Depth of Knowledge (DOK)Depth of Knowledge (DOK)
• Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with assessments
• Used by the Council of Chief State School Officers (CCSSO) for assessment alignment
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)
Why Depth of Knowledge?Why Depth of Knowledge?
• Mechanism to ensure that the intent of the standard and the level of student demonstration required by the standard matches the assessment items (required under NCLB)
• Provides cognitive processing ceiling (highest level students can be assessed) for item development
What is Depth of Knowledge?What is Depth of Knowledge?
• The degree of depth or complexity of knowledge reflected in the content standards and assessments
• How deeply a student needs to understand the content for a given response/assessment
Webb’s DOK LevelsWebb’s DOK Levels
• Level 1 Recall and Reproduction
• Level 2 Skills & Concepts
• Level 3 Strategic Thinking
• Level 4 Extended Thinking
Depth of Knowledge LevelsDepth of Knowledge Levels
Level 1: RecallRecall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed
Level 2: Skill/ConceptEngagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem
Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions
Level 4: Extended ThinkingRequires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time
Understanding Depth of KnowledgeUnderstanding Depth of Knowledge
• DOK is about intended outcome, not difficulty.
• DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.
(Show House Video-clip)
Understanding Depth of KnowledgeUnderstanding Depth of Knowledge
Difficulty is a reference to how many students answer a question correctly:
• How many of you know the definition of exaggerate? DOK 1 - recall
If all of you know the definition, this question is an easy question.
• How many of you know the definition of prescient? DOK 1 - recall
If most of you do not know the definition, this question is a difficult question.
Copyright © 2007 Mississippi Department of Education
Understanding Depth of KnowledgeUnderstanding Depth of Knowledge
• Words like explain or analyze have to be considered in context.
“Explain to me where you live” does not raise the DOK of a simple rote response.
Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.
Copyright © 2007 Mississippi Department of Education
Depth of Knowledge LevelsDepth of Knowledge Levels
Level 1: RecallRecall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed
Level 2: Skill/ConceptEngagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem
Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions
Level 4: Extended ThinkingRequires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time
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 ExamplesDOK Level 2 Examples
• 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 ExamplesDOK Level 3 Examples
• 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 ExamplesDOK Level 3 Examples
• 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 sourc
• Create a dance that represents the characteristics of a culture
DOK Level 4 ExamplesDOK Level 4 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 ExamplesDOK Level 4 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
Caution!Caution!
• The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.
Same VERB – three DOK LevelsScience
Same VERB – three DOK LevelsScience
• DOK? – Describe a model that you might use to represent the relationships that exist within the rock cycle
• DOK ? – Describe the differences between metamorphic and igneous rocks
• DOK ? – Describe three characteristics of metamorphic rocks
Same VERB – three DOK LevelsSocial Studies
Same VERB – three DOK LevelsSocial Studies
• DOK ? examine the amendment process of the West Virginia Constitution, give examples of amendments and explain why they occurred.
• DOK ? explain how nations benefit when they resolve conflicts peacefully.
• DOK ? Use correct geographic terminology to explain direction, location, time zones, physical features of the earth.
•
Same VERB – three DOK levelsSecondary Mathematics
Same VERB – three DOK levelsSecondary Mathematics
• DOK ? Explain what family of functions would best model a particular real-world situation.
• DOK ? Explain the difference between a linear and a quadratic function.
• DOK ? Explain how the “vertical line test is useful in determining whether or not a given graph is representing a function.
Same VERB – three DOK levelsElementary Mathematics
Same VERB – three DOK levelsElementary Mathematics
• DOK ? Determine the formula for the area of a rectangle and explain reasoning through modeling
• DOK ? Demonstrate and model multiplication (repeated addition, arrays) and division (repeated subtraction, partitioning)
• DOK ? Model, describe, and draw – lines, rays, angles including right, obtuse, and acute angles.
Practice Activity: Sample OnePractice Activity: Sample One
M.O.4.5.1 Read and interpret information represented on a circle graph.
Practice Activity: Sample Two Practice Activity: Sample Two
Solve one-step linear equations and inequalities with one variable, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results.
Practice Activity: Sample ThreePractice Activity: Sample Three
Design a statistical experiment to study a problem and communicate the outcomes.
DOK Levels Can Be CumulativeDOK Levels Can Be Cumulative
• An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands.
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.
WVDE
Office of Instruction
Lou Maynus
Mathematics Coordinator
304-558-5325
