Depth of Knowledge and Rigor: Improving Instruction and Assessment. What is DoK ?. Depth of Knowledge ( DoK ), a model developed by Norman Webb in 1997, reflects a different level of cognitive expectation required to complete a task.
Depth of Knowledge (DoK), a model developed by Norman Webb in 1997, reflects a different level of cognitive expectation required to complete a task.
W Assessmentebb called the DoKnominative, meaning it names ways of going into the content.
Levels of complexity of cognitive demand:
Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.
Requires the engagement of some mental processing beyond a recall of information.
Requires reasoning, planning, using evidence, and explanations of thinking
Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time
Ensures that the intent
of the standard and
the level of students’
tasks required matches
Ensures that teachers are teaching
to a level that promotes student
The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered.
The company provides the following examples to customers to help them estimate the total cost for an order of shirts.
Part A: Using the examples provided, what is the cost for each shirt, notincluding the one-time design fee? Explain how you found your answer.
Part B: What is the cost of the one-time design fee? Explain how you found your answer.
Select all of the expressions that have a value between 0 and 1.
A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate?
Round your answer to the nearest minute.
During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.
Bloom's Taxonomy focuses on the tasks that students complete to deepen student understanding. However, Webb's DoKcenters on the thinking process, not just the product. Webb’s Depth of Knowledge is about the cognitive demands (thinking process) of instruction, tasks, and/or assessments. While Bloom's Taxonomy relies on the verb, Webb's DoKextends beyond the verb to what follows--- beyond the 'what' to the 'how'.
If you ask students to create a three-dimensional model of one hole for a miniature golf course utilizing a parallelogram, a rectangle, a circle, a triangle, and a rhombus, they must use critical thinking skills.
Describe a model that you might use to represent the relationships that exist within the rock cycle.
(requires deep understanding of the rock cycle and a determination of how best to represent it)
What level is this task and why?
Describe the difference between metamorphic and igneous rocks.
(requires cognitive processing to determine the differences in the two rock types)
What level is this and why?
Describe three characteristics of metamorphic rocks
(requires simple recall)
What level is this task and why?
“Just because we ask students to create or analyze doesn’t necessarily mean that we are providing a deep level of thinking (nor does it mean we haven’t provided it either). We must consciously ask students to extend their thinking in order to improve their thinking.” ~Karin Hess
CondeleesaRice said 70% of students in American are no longer accepted into the military because they lack a diploma. They must take the ASVAB, now an admissions exam that is being recalibrated every year to add rigor.
How will we apply this knowledge to change instruction, expectation, assessment, and preparation for the SBAC, college, and career?
Sounds like a win-win to me. Rigor. Text complexity.
Difficulty. Thinking. Teaching. Learning.