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Depth of Knowledge (DOK)

Depth of Knowledge (DOK). What are students being asked to do ? How complex is the student thinking?. Depth of Knowledge (DOK) is. A scale of cognitive demand (thinking) to align standards with assessments Descriptive of the task students are being asked to do

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Depth of Knowledge (DOK)

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  1. Depth of Knowledge (DOK) What are students being asked to do? How complex is the student thinking?

  2. Depth of Knowledge (DOK) is • A scale of cognitive demand (thinking) to align standards with assessments • Descriptive of the task students are being asked to do • Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education • Not the same as difficulty

  3. Why Depth of Knowledge? • To align instructional activities with the cognitive rigor needed to master the standards • Is used by Smarter Balanced to indicate the complexity of the assessment task/item • Applicable to all subject areas and at all grade levels

  4. Varying Level of Cognitive Demand

  5. Varying Level of Cognitive Demand

  6. How are the new assessments changing? Smarter Balanced Depth of Knowledge Goals for Items Yuan & Le (2012); Herman & Linn (2013), from Linda Darling-Hammond Assembly Testimony, 3.6.13

  7. Sample Item Specification

  8. Sample Item Specification

  9. Write a definition of Cognitive Rigor on your DOK note-taking guide. • Read “The Ant and the Grasshopper”– develop one basic question and one “rigorous” question. • Share your questions with a partner

  10. Rating Depth of Knowledge (DOK) What is the Level of Cognitive Demand Needed To Complete the Task?

  11. In your classroom: • What part of your classroom instruction is spent in each DOK Level? • Which DOK levels are assessments focused on? • What lessons / activities engage students in the different DOK Levels? • What DOK level would you assign your “Ant and The Grasshopper” questions?

  12. Webb’s 4 Levels of Cognitive Complexity • DOK 1: Recall & Reproduction • DOK 2: Basic Application of Skills/Concepts • DOK 3: Strategic Thinking and Reasoning • DOK 4: Extended Thinking

  13. LEVEL 1: RECALL • Requires recall of information, such as a fact, definition, term, or simple procedure and/or performing simple procedures. • Involves only basic initial comprehension, not an analysis or interpretation. • Students are to work with specific facts or definitions. The activity requires a shallow understanding of the topic or text.

  14. LEVEL 2: Skills and Concepts • 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 • Actions imply more than one mental or cognitive process/step

  15. Recall vs. Skills & Concepts DOK 1 DOK 2

  16. Recall vs. Skills & Concepts DOK 1 Selena’s DOK 2

  17. Recall vs. Skills & Concepts DOK 1 DOK 2

  18. LEVEL 3: Strategic Thinking • Requires deep understandingexhibited through planning, using evidence, and more demanding cognitivereasoning • The cognitive demands are complex and abstract • An assessment item that has more than one possible answer and requires students tojustifythe responsewould most likely be a Level 3

  19. 3. Strategic Thinking Level 3

  20. 3. Strategic Thinking Level 3

  21. Extended Thinking: Level 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 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

  22. Level 4 Extended Thinking

  23. Level 4 Extended Thinking

  24. Level 4 Extended ThinkingMath This full item is in your handouts

  25. Extending the length of an activity alone does not necessarily create rigor

  26. DOK an Introduction • Take a few minutes to read through the descriptions or bullets for the levels of DOK 1-4 How does your original definition of Cognitive Rigor Change?

  27. Try it! Rate the Examples Level of DOK • Compare and contrast desert and tropical climates. • Gather, analyze, organize and interpret data from multiple sources and draft a reasoned response. • Use a dictionary to define the meaning of words • Explain the cause-effect of historical events. 1 2 4 2

  28. Try it! Rate the Examples Level of DOK • Identify the elements in a specific compound • Solve multi-step problems and provide support with mathematical explanation that justifies the answer. • Determine the area of a triangle given a drawing or labels. • Evaluate the effectiveness of different exercises and diets on the health of a population. 1 2 3 3

  29. Try it! Rate the Level of DOK • Classify plane and 3-D figures. • Specify a problem, identify solution paths, solve the problem and report the results. • What fruit did the witch give to Snow White? • What is your opinion about the intelligence of the Wolf in Little Red Ridding Hood? Justify your answer using evidence from the story. • Analyze and explain the multiple perspectives or issues within or across time periods, events, or cultures. 2 3 4 4 1

  30. Sort the problems by DOK Levels • Choose a set of cards (ELA or Math) • With your partner, sort the 8 cards based on the DOK level • Compare your results with your table partners

  31. Do it…. Look at the basic question and rigorous one that you developed on for “The Ant and The Grasshopper” Can you create questions for all four DOK levels?

  32. Depth of Knowledge The depth of knowledge level is NOT determined by the verb, but by the context in which the verb is used and the complexity of thinking required.

  33. Caution 1 Same Verb – 3 Different Levels of DOK DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 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)

  34. One Statement Across DOK Levels All four use the verb identify. Students will identify the appropriateness of an argument using supporting evidence. Students will identify information in a passage that is supported by fact. Students will identify interrelationships (themes, ideas, concepts) developed in more than one literary work. Students will identify essential information needed to accomplish a task.

  35. One Statement Across DOK Levels Students will extend patterns, find the missing term(s) in a pattern or describe rules for patterns (numbers, pictures, tables, words from real-world and mathematical problems (Grade 5 – DOK 3). Draw the next figure in the following pattern: Find the next three terms in the pattern, determine the rule for finding the next number in the pattern and make or find a model for the pattern: 1, 1, 2, 3, 5, 8, 13, 21, 34, … Find the next three terms in the following pattern: 2/7, 4/7, 6/7, 8/7, …. Find the next three terms in the pattern and determine the rule for the following pattern of numbers: 1, 4, 8, 11, 15, 18, 22, 25, 29, …

  36. DOK is about intended outcomenot about Difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. • Adding is a mental process • Knowing the rule for adding is the intended outcome that influences the DOK • Once someone learns the “rule” of how to add, 4 + 4 is DOK 1 and is also easy • Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more “difficult”

  37. Points to Consider • DOK 1 + DOK 1 + DOK 1 = 1 • Depths of knowledge classification is based on the task, not the student • DOK is different from task/item difficulty • DOK is not a grade level indicator • DOK ratings aid in alignment of standards and assessment, and therefore instruction

  38. Remember DOK is... … descriptive … about how deeply a student has to know the content in order to respond … NOT the same as difficulty … NOT the same as Bloom’s Taxonomy … NOT the same as Costa’s Levels Review Video

  39. Compare & Contrast CST and SBAC • Choose 4 CST questions and assign a DOK level. Cite your evidence. • Choose 4 SBAC questions and assign a DOK level. Cite your evidence. • What is the most significant difference between the CST and the SBAC Assessment? • Discuss the implications for instruction.

  40. How Many of Each Type of Problem? Colorado Department of Education

  41. Creating DOK Questions and Activities at all levels

  42. DOK 1, 2, 3, 4 Level 1—Identify the tree Level 2—Explain the function of the leaves Level 3—Explain how a drought might affect the growth of the tree Level 4—Design an investigation of seedling growth to determine the best fertilizer for this type of tree. Oak Tree

  43. DOK 1, 2, 3 and 4 Level 1—Identify this utensil Level 2— Level 3— Level 4—

  44. Level 1— Level 2— Level 3— Level 4— I pledge allegiance to the flag of the United States of America, and to the republic for which it stands one nation under God, indivisible, with liberty and justice for all.

  45. DOK in the Classroom

  46. Applying DOK to Instruction • The intended student learning outcome determines the DOK level • Assessments, oral questions and classroom activities can all be assigned DOK levels • Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome

  47. As you plan instructional activities, ask: • What is its purpose? • What is the implied / intended rigor? • When in the (lesson / unit) could this be used? • Which standard(s) does it correlate with? • Will student responses tell a teacher what to do next in instruction? From Karin Hess

  48. DOK: • Questions at lower levels are usually more appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarizing • Usually questions at upper DOK levels are appropriate for: • Encouraging students to think deeply and critically • Problem solving • Encouraging Discussions • Stimulating students to seek information on their own From Karin Hess

  49. DOK is for allstudents • Often struggling students are denied access to higher level questions because they still have difficulty with skills • However, higher level thinking questions are sometimes easier for struggling students to answer because open-ended questions have more entry points and require more “think time” by the entire class From Karin Hess

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