Depth of Knowledge (DOK)Kentucky Department of Education2Depth of Knowledge (DOK) • 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 states3Depth of Knowledge• Focuses on content standard in order to successfully complete an assessment/standard task.• Descriptive, not a taxonomy• Not the same as difficulty4Why 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)5Why 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) • Provides cognitive processing ceiling (highest level students can be assessed) for itemdevelopment6Depth of KnowledgeDepth of KnowledgeWebb’s Depth of Knowledge levels:Recall and Reproduction: Level 1Skills & Concepts: Level 2Strategic Thinking: Level 3Extended Thinking: Level 47Recall and Reproduction: Level 1Recall and Reproduction: Level 1DOK 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 1.8DOK 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 activities9Skills/Concepts: Level 2Skills/Concepts: Level 2DOK 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 cognitiveprocess/step.10DOK 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 music11Strategic Thinking: Level 3Strategic Thinking: Level 3DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitivereasoning. 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 givewould most likely be a Level 3.12DOK 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 answer13DOK 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 source• Create a dance that represents the characteristics of a culture14Extended Thinking: Level 4 Extended Thinking: Level 4 DOK 4 requires high cognitive demandand 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.15However, extended time alone is not the distinguishing factor.ExtendingThinkingDeveloping a generalized model from this data and applying it to a new situation StrategicThinkingUsing this chart to make and justify predictionsSkills/conceptsOrganizing the data in a chartRecallCollecting data samples over several monthsThinkingTask16Extended Reasoning/Thinking Examples: Level 4• 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”17Extended Reasoning/Thinking Examples: Level 4• 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 play18• 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.19• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle.(requires deep understanding of rock cycle and a determination of how best to represent it)• DOK 2- Describe the difference between metamorphic and igneous rocks.(requires cognitive processing to determine the differences in the two rock types)• DOK 1- Describe three characteristics of metamorphic rocks.(simple recall)Same verb—three DOK levelsDOK levels can be cumulativeAn item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands21Determining DOK: Science ExampleDetermining DOK: Science ExampleSample Science Assessment Limit(based on Webb)Example A: Perform a simple science process or a set procedure to gather dataExample B: Represent data collected over a period time, making comparisons and interpretationsExample C: Interpret data collected for a research question for a scientific problem related to your environmentDOK CeilingLevel123Potential DOK Levelsfor Assessment1(Measure temperature of water)1(Measure temperature of water at different times/places)2(Construct a graph to organize, display, and compare data)1(Measure temperature of water at different times/places)2(Construct a graph to organize, display, and