Understanding Depth of Knowledge Lou Maynus, Mathematics Coordinator WVDE.

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

[email protected]

304-558-5325