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Depth of Knowledge (DOK) levels and Ubd unit design. "There is nothing so terrible as activity without insight.". -Johann Wolfgang von Goethe German Playwright, Poet, Novelist and Dramatist. 1749-1832. Adapted from McWilliams, 2009.
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"There is nothing so terribleas activity without insight." -Johann Wolfgang von Goethe German Playwright, Poet, Novelist and Dramatist. 1749-1832 Adapted from McWilliams, 2009
The teacher’s job is to “uncover” the big ideas contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content. • The job of the teacher requires “thinking like an assessor” – doing research into one’s practice, and adjusting practice and designs in light of sought-after results/feedback. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
Two Approaches to Thinking About Assessment….. • What would be sufficient and revealing evidence of understanding? • Given the goals, what performance tasks must anchor the unit and focus the instructional work? • What are the different types of evidence required by Stage 1 desired results? • Against what criteria will we appropriately consider work and assess levels of quality? • Did the assessments reveal and distinguish those who really understood from those who only seemed to? Am I clear on the reasons behind the learner mistakes? • What would be fun and interesting activities on this topic? • What projects might students wish to do on this topic? • What tests should I give, based on the content I taught? • How will I give students a grade (and justify it to their parents)? • How well did the activities work? • How did students do on the test? When thinking like an assessor, we ask… When thinking like an activity designer (only), we ask…
The DOK level is determined by the degree of mental processing required, and meets the requirements of academic rigor for our new Alaska Standards. The DOK level describes the complexity of the task, rather than its difficulty. It describes the kind of thinking involved in a task. Depth of Knowledge (DOK) How can DOK be applied in unit planning?
Level 4 - Extended Thinking Level 3 - Strategic Thinking Level 2 - Skill/Concept Level 1 - Recall • … WEBB’S DEPTH OF KNOWLEDGE
Level - Recall LEVEL ONE: RECALL Requires recall or reproduction of information, such as a fact, definition or term. The response is automatic. The student either knows the answer or not. Key Words: Recite, Recognize, Name, Use, Illustrate, Measure, Define, Draw, List, Identify, Memorize Recall, Repeat, State, Tell
DOK Level one examples • Identify various types of traditional clothing and the materials out of which they are made • Match pictures of animals with clothing made from those animals • Give a definition of a vocabulary word • Measure various distances using hand measurements • Locate or recall facts or details explicitly presented in text • Identify or describe characters, setting, sequence of events
Level - Recall LEVEL TWO: SKILLS AND CONCEPTS Requires the use of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how the approach the question or problem. Level 2 tasks require more than one step. Key Words: Compare, Classify, Infer, Categorize, Construct, Predict, Interpret, Relate, Estimate, Distinguish, Summarize, Show
DOK Level two examples • Assemble the appropriate clothing necessary for an outdoor expedition or fieldtrip and explain the role of each item toward survival • Extend a pattern • Refine and adjust patterns for clothing and footwear • Consistently wear clothing suited for the elements and describe the function of each item of clothing as it relates to survival • Predict what would happen if the zipper on your parka won’t close in freezing temperatures; your socks become wet, etc. • Identify the characteristics of prepared (ready to be sewn) and unprepared (not yet ready to make into clothing) skins as they are presented and type animal each skin from
Level - Recall LEVEL THREE: STRATEGIC THINKING • Requires reasoning, developing a plan or a sequence of steps, some complexity. • Items have more than one possible answer and require students to justify their response. Key Words: Revise, Assess, Construct, Investigate, Differentiate, Formulate, Draw Conclusions, Develop a Logical Argument, Cite Evidence, Hypothesize
DOK Level three examples • Teach younger people (e.g., through a booklet) the appropriate respectful behavior and speech toward the various animals whose skins provide our clothing • Purchase, choose, and obtain his/her own clothes within a given budget • Differentiate between skins that are prepared (ready to be sewn) and skins that are unprepared (not yet ready to make into clothing) • Contribute to the procurement of materials from a variety of locations, produce sewn items from those materials, and acknowledge those who helped in the project • Explain thinking when more than one response is possible
Level - Recall LEVEL FOUR: EXTENDED THINKING Requires high cognitive demand and is very complex. Students are expected to make connections, relate ideas within or among content areas, and have to select or devise one approach among many alternatives on how to solve the problem. Level 4 often requires an extended period of time; however, time alone is not a distinguishing factor. Key Words: Create, Prove, Analyze, Critique, Apply Concepts, Synthesize, Connect, Design
DOK Level four examples • Independently design and complete a parka by the end of the school year/course • Create/design patterns for clothing and footwear • Make clothing with furs that are appropriate for wearing in wet, very cold, and mild conditions using sinew, skins, and appropriate tools (e.g. skin scraper, small sewing ulu) • Mend torn clothing and improvise solutions to damaged clothing • Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results • Relate mathematical concepts to other content areas • Gather, analyze, organize, and interpret information from multiple sources for the purpose of drafting a reasoned report
A word of caution… The depth of knowledge level is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required. For example: • DOK 3: Describe a model 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) • DOK 2: Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) • DOK 1: Describe three characteristics of metamorphic rocks. (simple recall)
Assessment Methods • Paper-and-pencil • Selected-response • Constructed Response Worth being familiar with Traditional quizzes & tests Important to know and do Big Ideas andOverarchingUnderstandings • Performance tasks & projects • Complex • Open-ended • Authentic p. 141 Professional Development Workbook
Framing performance tasks • Goal Goal for UbD Units • At least one core performance task for assessing understanding in a major unit or course be developed using GRASPS • Not every performance assessment needs to be framed by GRASPS. • Role • Audience • Situation • Product, • Performance, • and Purpose • Standards and • Criteria for • Success
writing a performance Task in GRASPS form • Use the GRASPS Task Design Prompts worksheet making sure all elements of GRASPS are included • Assign DOK Levels making sure you meet the goal of a Level 3 or 4 • Write the prompt in student friendly terms
GRASPS performance task example Building an Arctic Sled Your class has been asked to build an arctic sled to donate to your village. A local organization will pay for all of the materials, if the class builds it as a project. The organization needs an estimate on how much the materials will cost. Provide a cost estimate that includes all materials needed and their prices as well as the cost for shipping calculated at 20% of the cost of the materials. Because your class is donating the sled, you will not charge for labor to build the sled. Sample list of tasks: • Draw a diagram of the sled. • Develop a list of materials needed (wood, fasteners, tools, etc.). • Determine the quantities of materials needed. (DOK 2) Use your diagram to explain your determination of the amount of materials needed. (DOK 3) Show your mathematical thinking on your drawing. (DOK 3) • Determine the price of the materials. (DOK 2) Figure out how much shipping will cost if it is 20% of the cost of the materials. (DOK 2) • Complete the estimate. (DOK 3) • How much will three sleds cost to build? (DOK 3)
