Webbs depth of_knowledge
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The document discusses Webb's Depth of Knowledge (DOK) model, which is used to align academic standards and assessments. It describes the four DOK levels - recall and reproduction (Level 1), skills and concepts (Level 2), strategic thinking (Level 3), and extended thinking (Level 4) - and provides examples of assessment items for each level. The key points are that DOK focuses on the cognitive demand required by an assessment item or standard, not its difficulty, and is used to ensure standards and assessments match in complexity as required by No Child Left Behind.
Webbs depth of_knowledge
- 1. Webb’s Depth of Knowledge (DOK)Nebraska Department of EducationAugust 2008
- 2. 2Depth of Knowledge (DOK) Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessmentsUsed by the Council of Chief State School Officers (CCSSO) for assessment alignment in more than ten states
- 3. 3Depth of KnowledgeFocuses on content standard in order to successfully complete an assessment/standard task.
- 4. Descriptive, not a taxonomy
- 5. 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)
- 6. 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 item development
- 7. 6Depth of KnowledgeWebb’s Depth of Knowledge levels:Recall and Reproduction: Level 1Skills & Concepts: Level 2Strategic Thinking: Level 3 Extended Thinking: Level 4
- 8. 7Recall 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.
- 9. 8DOK Level 1 ExamplesList animals that survive by eating other animals.Locate or recall facts explicitly found in textDescribe physical features of placesDetermine the perimeter or area of rectangles given a drawing or labelsIdentify elements of music using musical terminologyIdentify basic rules for participating in simple games and activities
- 10. 9Skills/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 cognitive process/step.
- 11. 10DOK Level 2 ExamplesCompare desert and tropical environmentsIdentify and summarize the major events, problem, solution, conflicts in literary textExplain the cause-effect of historical eventsPredict a logical outcome based on information in a reading selectionExplain how good work habits are important at home, school, and on the job.Classify plane and three dimensional figuresDescribe various styles of music
- 12. 11Strategic Thinking: Level 3DOK 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 most likely be a Level 3.
- 13. 12DOK Level 3 ExamplesCompare consumer actions and analyze how these actions impact the environmentAnalyze 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
- 14. 13DOK Level 3 ExamplesDevelop a scientific model for a complex ideaPropose and evaluate solutions for an economic problemExplain, generalize or connect ideas, using supporting evidence from a text or sourceCreate a dance that represents the characteristics of a culture
- 15. 14 Extended Thinking: Level 4 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.
- 16. 15However, extended time alone is not the distinguishing factor.
- 17. 16Extended Reasoning/Thinking Examples: Level 4Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned reportAnalyzing author’s craft (e.g., style, bias, literary techniques, point of view)Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”
- 18. 17Extended Reasoning/Thinking Examples: Level 4Analyze and explain multiple perspectives or issues within or across time periods, events, or culturesSpecify a problem, identify solution paths, solve the problem, and report the resultsWrite and produce an original play
- 19. 18The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.
- 20. 19DOK 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)
- 21. DOK 2-Describe the difference between metamorphic and igneous rocks.(requires cognitive processing to determine the differences in the two rock types)
- 22. DOK 1-Describe three characteristics of metamorphic rocks.(simple recall)Same verb—three DOK levels
- 23. DOK levels can be cumulativeAn item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands
- 24. 21Sample Science Assessment Limit(based on Webb)DOK CeilingLevelPotential DOK Levelsfor AssessmentExample A: Perform a simple science process or a set procedure to gather data 11 (Measure temperature of water)Example B: Represent data collected over a period time, making comparisons and interpretations 2Example C: Interpret data collected for a research question for a scientific problem related to your environment 3Determining DOK: Science Example1(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 compare data)3(Design an investigation to explain the affect of varying temperatures of the river in different locations)
- 25. 22Remember…• 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.