Understanding Depth 0f knowledge

1. UnderstandingDepth 0f knowledge Steve Williams, Fine Arts Consultant MO Department of Elementary and Secondary Education

2. Depth of Knowledge Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as stated in the state standards

3. Why Use DOK? NCLB requires that each state develop rigorous standards (Show-Me Standards) and align their state assessment (MAP) to those standards. States must adopt a system to guarantee that alignment.

4. What Does DOK Accomplish? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items Provides cognitive processing ceiling (highest level students can be assessed) for item development

5. Where Did DOK Come From? Developed by Dr. Norman Webb, senior research scientist at the National Institute for Science Education. Several other states (at least 20) use DOK to evaluate the rigor of their state assessments.

6. How Does it Work? Depth of Knowledge is broken into 4 levels. Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

7. Levels of DOK • LEVEL ONE - RECALL • Recall of a fact, information, or procedure • LEVEL TWO – SKILL/CONCEPT • Use information or conceptual knowledge • LEVEL THREE – STRATEGIC THINKING • Reasoning, developing a plan • LEVEL FOUR – EXTENDED THINKING • Requires an investigation, collection of data and analysis of results

8. DOK Compared to Bloom’s DOK is similar to Bloom’s Taxonomy. The next slide is a rough comparison of the levels of DOK and Bloom’s Taxonomy.

9. SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” BLOOM’S TAXONOMY WEBB’S DOK KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” RECALL Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” APPLICATION “The use of abstractions in concrete situations.” SKILL/CONCEPT Use of information, conceptual knowledge, procedures, two or more steps, etc. STRATEGIC THINKING Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer ANALYSIS “The breakdown of a situation into its component parts.” EXTENDED THINKING Requires an investigation; time to think and process multiple conditions of the problem or task. Wyoming School Health and Physical Education Network (2001).  Standards, Assessment, and Beyond.  Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet

10. Our Challenge in the Arts DOK refers to cognitive processing. It does not accurately define what arts students should be doing in class – creating and performing. According to DOK, a student performing a state-level violin solo or tackling the lead role in the school play is performing at the Skill/Concept Level of DOK.

11. DOK 1 Emphasis is on facts and simple recall of previously taught information. This also means following simple steps, recipes, or directions. Can be difficult without requiring reasoning. At DOK 1, students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong.

12. DOK 2 Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. Main ideas – requires deeper knowledge than just the definition. Students must explain “how” or “why” and often estimate or interpret to respond.

13. DOK 2 in Music • This is where the student begins to play an instrument or sing in context. Students learn notes and fingerings in DOK 1, then apply the skill at DOK 2. Students use basic aural skills such as hearing intervals or adjusting pitch.

14. DOK 2 in Dance • Students begin to perform simple moves, shapes, and steps. By knowing about various styles, they can show how they are different. They can mimic dance modeled by others.

15. DOK 2 in Visual Art • Students demonstrate skill in using a variety of art-making techniques. They apply knowledge of elements by practicing them in isolation or in teacher-led projects, and use various media.

16. DOK 2 in Theater • Students begin to read scripts with emotion, with occasional prompting from the teacher. They use blocking and scene design for effect. Students use aspects of technical theater with guidance.

17. DOK 3 Students must reason or plan to find an acceptable solution to a problem. More than one correct response or approach is possible. Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation.

18. DOK 3 in Music • Students begin to use knowledge of scales to compose melodies. They improvise over a single key center and exper-iment with their own creativity. They perform in an ensemble and adjust pitch, expression, and dynamics, and follow the cues of a conductor.

19. DOK 3 in Visual Art • Students plan their own projects using teacher-selected media and themes. They apply multiple techniques to solve artistic problems and refine previously developed skills.

20. DOK 3 in Theater and Dance • We need to continue to define this. Probably will entail beginning script writing and choreography.

21. DOK 4 At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. Usually involves more time than one class period. Multiple solutions are possible. Students often connect multiple content areas to come up with unique and creative solutions.

22. DOK 4 in Music • Students compose with 2 or more voices • Requires application of harmony, pre-planning and extended time Students improvise over a chord progression • Requires knowledge of chords, spontaneous decision-making and advanced aural skills Students rehearse/perform solo or in a small ensemble • Students make decisions about style, interpretation, balance, and expression without the aid of a teacher

23. DOK 4 in Visual Art • Students develop their own projects, work with Big Ideas, and choose their own media and techniques. Over time, students create art that expresses meaning and has personal connections.

24. DOK 4 in Theater and Dance • We need to continue to define this. Will include advanced choreography, script writing, and high impact performance.

25. Examples of All Levels in Music The following slides review all 4 levels and give reasons why a particular DOK level has been chosen. We will need to do this in all four arts areas.

26. Examples of DOK 1 in Music Items Why is this DOK 1? • Name the notes of the C Major scale • Name 4 periods of classical music. • Know that a sharp raises a note ½ step • Simple recall of pre-learned knowledge • Simple recall, but must be taught • Identify a #, recognize that it raises a pitch

27. Examples of DOK 2 in Music Items Why is this DOK 2? • Read and perform a simple rhythm • Play a simple melody or accompaniment • If the student inter- prets the rhythm (as opposed to repeating) it is DOK 2. • Student must make sense out of written notation and perform

28. Examples of DOK 3 in Music Item Why is this DOK 3? • Improvise a simple melody • Perform as a member of a conducted ensemble • Compose a single line melody • New application of complex processes • Students makes individual choices about performance • New application of complex processes

29. Examples of DOK 4 in Music Item Why is this DOK 4? • Compose using 2 or more parts • Improvise over a given chord progression • Perform in a student-led ensemble or solo with accompaniment • Requires application of harmony, voice leading, cadence • Requires student to apply all previous learning in a new and novel situation • Student makes all choices

30. Is this Level Two? According to Webb’s DOK, this represents the skill/concept level, DOK 2. This is why we are trying to redefine DOK.

31. Key Points Regarding DOK • DOK is about complexity, not difficulty • DOK 1 + DOK 1 + DOK 1 = 1 • In levels 1 and 2, the answer is either completely right or completely wrong • In levels 3 and 4, students make decisions and there are many right answers • We don’t do enough level 3 and 4 • Either 1 - 2, or 3 - 4

32. Thank You! Please contact me if you have any questions • Steve Williams • Fine Arts Consultant • MO Department of Elementary and Secondary Education • Ph. (573) 751-2857 • Steve.williams@dese.mo.gov