Using DOK to Write Common Assessments

Enduring Understandings (EU) = a full sentence generalization
• Big idea
• Acquired by uncovering and doing the subject
Essential Outcomes (EO) = information needed to
achieve the big ideas
• Unit specific “knows” and “dos”, can span
several days of instruction
• Assessed on common assessments
Learning Targets (LT) = daily learning objective, what you write on the
board
• EO broken down into what will be taught and learned in one day
LTHS Professional Learning Communities Glossary.

Bellringer
EO: Use the equation of a linear model
to solve problems in the context of
bivariate measurement data, interpreting
the slope and intercept.
 In your packet are several examples of
assessment questions. Identify the
question that best assesses this Essential
Outcome.

Bellringer Answer
EO: Use the equation of a linear model
bivariate measurement data, interpreting
the slope and intercept.
 Answer: Question 4 best assess the EO.
It measures all aspects of the standard.

Today’s Objectives
Teachers will be able to…
 explain how unpacking standards into learning
targets improves the quality of common
assessments.
 determine the DOK ceiling for each learning
target.
 match the assessment item type to the rigor
of the learning target.
 write a constructed response assessment
question that measures the learning target(s).

Applying the Protocol for Unpacking a Standard
VERB
Verb Phrase
NOUN
Noun Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
MATCH
THINKING
LEVEL
(DOK)
Standard:

PROTOCOL FOR UNPACKING A STANDARD
1. Underline the verbs or verb phrases (or skills) and
write each one in the chart.
2. Highlight the nouns or noun phrases (or concepts to
be taught) and link it to the relevant verb in the chart.
3. Circle any prepositional phrase (context) and link it to
the relevant verb and noun phrase in the chart.
4. Identify the type of learning target and assessment
match.
5. Identify the DOK for each line in the chart.
(Jakicic, 2014)

1. Underline the verbs or verb phrases (or skills), and write each
one in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)

1. Underline the verbs or verb phrases (or skills), and write each
one in the chart.
SAMPLE EO:
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use
to solve
interpreting

SAMPLE EO:
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use
to solve
interpreting
2. Highlight the nouns or noun phrases (or concepts to be
taught) and link it to the relevant verb in the chart.

2. Highlight the nouns or noun phrases (or concepts to be
taught) and link it to the relevant verb in the chart.
SAMPLE EO:
VERB
Verb Phrase
NOUN
Noun Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use the equation
of a linear
model
to solve problems
interpreting the slope and
intercept

3. Circle any prepositional phrase (context) and link it to the
relevant verb and noun phrase in the chart.
SAMPLE EO:
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use the equation
of a linear
model
to solve problems
interpreting the slope
and intercept

3. Circle any prepositional phrase (context) and link it to the
relevant verb and noun phrase in the chart.
SAMPLE EO:
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate measurement
data
data
and intercept
in the context of
data

Sample EOs To Unpack:
1. Select an EO from the Discipline-
Based EOs list provided in your
packet on pg. 4.
2. Use the pink page your selected EO
by applying the Protocol for
Unpacking a Standard.

Designing an Assessment
 Determine the type of Learning
Targets/Essential Outcomes you
are assessing.

Learning
Target Types
Description
Knowledge
Targets
Represent the factual information, procedural knowledge,
and conceptual understandings that underpin each
discipline
Reasoning
Targets
Specify thought processes students are to learn to do
well within a range of subjects; Includes patterns of
reasoning (Inference, Analysis, Comparison, Classification
Evaluation, Synthesis)
Skill Targets Skill targets are those where a demonstration or physical
skill-based performance is at the heart of learning
Product
Targets
Describe learning in terms of artifacts where creation of a
product is the focus of the learning target. With product
targets, the specifications for quality of the product itself
are the focus of teaching and assessment.
(Figure 3.2 from Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 44 & 47)

LEARNING
TARGET
Selected
Response
Constructed
Response
Performance
Assessment
Personal
Communication
Knowledge Good Strong Partial Strong
Reasoning Good Strong Partial Strong
Skill Partial Poor Strong Partial
Product Poor Poor Strong Poor
(Figure 4.3 from Chappuis, Stiggins, Chappuis, & Arter, 2012,p. 94)

SAMPLE EO:
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
data
data
and intercept
in the context of
data
match.

SAMPLE EO:
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate
measurement data
Knowledge
& Skill
Selected
Response
bivariate
measurement data
Reasoning Const.
Response
and intercept
in the context of
bivariate
measurement data
Reasoning Const.
Response
match.

Comparison of Taxonomies
Bloom’s Revised Taxonomy Webb’s Depth of Knowledge (DOK)
Re do chart
Level Six: Create
• Generate
• Plan
• Produce
Level Five: Evaluate
• Judge
• Critique
Level Four: Extended Thinking
• Design
• Connect
• Synthesize
• Apply concepts
• Critique
• Analyze
• Create
Level Four: Analyze
• Differentiate
• Organize
• Attribute
• Compare
Level Three: Strategic Thinking
• Revise
• Construct
• Compare
• Hypothesize
• Cite evidence
• Formulate
• Draw conclusions
Level Three: Apply
• Execute
• Implement
• Carry out
Level Two: Skills and Concepts
• Infer
• Predict
• Interpret
• Use connect clues
• Estimate
• Compare
• Organize
• Graph
Level Two: Understand
• Interpret
• Summarize
• Classify
• Explain
Level One: Remember
• Recall
Level One: Recall
• Define
• Identify
• List
• Measure
• Arrange
• Calculate

SAMPLE EO:
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate
measurement data
Knowledge/
Skill
Selected
Response
bivariate
measurement data
Reasoning Const.
Response
and intercept
in the context of
bivariate
measurement data
Reasoning Const.
Response

SAMPLE EO:
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate
measurement data
Knowledge/
Skill
Selected
Response
2
bivariate
measurement data
Reasoning Const.
Response
2
and intercept
in the context of
bivariate
measurement data
Reasoning Const.
Response
2

Sample EOs To Unpack:
1. Turn to the back of your pink
handout.
2. Apply steps 4 and 5 to your
selected EO.

Guidelines for Constructed Response
• Ensure the question is clear.
• Set a context for the expected reasoning.
• Specify the kind of reasoning or problem solving students
are to carry out.
• Do not offer choices that allow students to pick a question they
know more about over a question they know little about.
• Clearly communicate the proficiency expectations.
• Utilize a rubric that explains the proficiency expectations.
or
• Utilize a checklist that communicates scoring criteria.
• Provide ample space for a student response.
Bailey, K. & Jakicic, C. (2012).

Constructed Response: A Good Example
“During the term, we have discussed both the evolution of
Spain and the changing political climate in Spain during the
twentieth century.
Analyze these two dimensions of climate in Spain, citing
instances where literature and politics may have influenced
each other. Describe those specific influences.
In planning your response, think about what we learned
about prominent novelists, political satirists, and prominent
political figures in Spain. (5 points per instance, total= 15 points).”

Constructed Response: An Example
That Could be Improved
Compare and contrast firsthand and second accounts of
the Holocaust.

Constructed Response: A Good Example
In this class, we have used various primary sources (like Night) and
secondary sources (like the textbook) to explore the Holocaust.
Using the evidence from Night and the textbook, compare and contrast the
focus of firsthand and secondhand accounts of the Holocaust.
The rubric below communicates expectations for proficiency. Please note
that this question is worth 4 points.
Beyond Proficiency
(4)
Proficiency
(3)
Partial Proficiency
(2)
No Proficiency
(1)
The response correctly
explains how the focus
is different for each
account of the
Holocaust and why that
focus is of value.
The response correctly
explains how the focus
is different for each
account of the
Holocaust.
The response explains
the difference between
a firsthand and
secondhand account,
but cannot apply this to
the text concerning the
Holocaust.
The response doesn’t
include an
understanding of point
of view (as it is
communicated through
first and secondhand
accounts of the
Holocaust).

Write Assessment Questions for
Sample Standard
 Examine your selected Discipline-Based EO (from
pg. 4 of the packet), which you have unpacked on
the pink handout.
 Write the appropriate type of assessment question
for each line of your chart. Make sure the
assessment question follows the guidelines and
measures the intended learning target.

References
Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012).
Classroom assessment for student learning: Doing it right-Using it
well. Boston: Pearson.
Bailey, K. & Jakicic, C. (2012). Common formative assessment: A toolkit
for professional learning communities at work.™ Bloomington,
Indiana: Solution Tree Press.
Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with
the common core: A toolkit for professional learning communities at
work.™ 2013. Bloomington, Indiana: Solution Tree Press.
Stiggins, R., Arter, J., Chappuis, J. and J. Chappuis, S. (2006). Classroom
assessment for student learning: Doing it right-Using it well,
Boston: Pearson.
Stiggins, R. (2008). An Introduction to student-involved assessment for
learning, 5th ed. Columbus, Ohio: Pearson.

Using DOK to Write Common Assessments

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