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DOK and

Assessment

Pearl River Central School DistrictNovember 2007Stacy Baudoin

Curriculum Coordinator

http://wwwmde.k12.ms.us/acad1

Depth of Knowledge

• What is DOK?• Levels• How it compares to Bloom’s Taxonomy?• DOK 2 or 3?• Creating assessments• Modifying instruction

Depth of Knowledge

• The depth of knowledge required in an assessment is related to – the number of connections of concepts and ideas

a student needs to make in order to produce a response,

– the level of reasoning, and – the use of other self-monitoring processes.

Source: Webb (1997).

Depth of Knowledge Level 1 (Recall)

Math• Recall of information such as a fact, definition, term, or a

simple procedure• Performing a simple algorithm or applying a formula.• Some key words that signify a Level 1 include identify, recall,

recognize, use, and measure • Verbs such as “describe” and “explain” could be classified at

different levels depending on what is to be described and explained


Depth of Knowledge Level 1 (Recall)

Reading• Receive or recite facts• Use simple skills or abilities• Oral reading without analysis of the text• Basic comprehension of a text• Shallow understanding of text• Verbatim recall or simple understanding of a single word or

phrase


Depth of Knowledge Level 2 (Skill/Concept)

Math• The engagement of some mental processing beyond a habitual response• Requires students to make some decisions as to how to approach the

problem or activity • Keywords that generally distinguish a Level 2 item include classify,

organize, estimate, make observations, collect and display data, and compare data – These actions imply more than one step– Some verbs, such as “explain,” “describe,” or “interpret” could be

classified at different levels depending on the object of the action


Depth of Knowledge Level 2 (Skill/Concept)

MathOther Level 2 activities include

– interpreting information from a single graph, requiring reading information from the graph;

– explaining the purpose and use of experimental procedures; – carrying out experimental procedures; – making observations and collecting data; – classifying, organizing, & comparing data; and – organizing and displaying data in tables, graphs, and charts.


Depth of Knowledge Level 2 (Basic Reasoning)

Reading• Requires comprehension and subsequent processing

of text including making inferences• Assessment questions at this level may include

words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine fact or opinion

• Requires application of skills and concepts covered in Level 1


Depth of Knowledge Level 3 (Strategic Thinking)

Math• Requires reasoning, planning, using evidence, and a

higher level of thinking than the previous two levels• Requires an explanation of mental processes• Cognitive demands are complex and abstract• An activity that has more than one possible answer

and requires students to justify the response they give would most likely be a Level 3



MathLevel 3 activities include

– drawing conclusions from observations; – citing evidence and developing a logical argument

for concepts; – explaining phenomena in terms of concepts; and – using concepts to solve problems.



Reading• Go beyond text• Explain, generalize, or connect ideas• More reasoning and planning• Support opinions with evidence from the text• Abstract theme identification, inference across an

entire passage, or application of prior knowledgeSource: Webb (1999).

Depth of Knowledge Level 4 (Extended Thinking)

• Requires complex reasoning, planning, developing, and thinking, most likely over an extended period of time.

• The cognitive demands of the task should be high and the work should be very complex.

• Students should be required to make several connections—relate ideas within the content area or among content areas—and have to select one approach among many alternatives on how the situation should be solved, in order to be at this highest level.



Level 4 math activities include – designing and conducting experiments; – making connections between a finding and related

concepts and phenomena; – combining and synthesizing ideas into new

concepts; and – critiquing experimental designs.



Level 4 reading activities include – analyzing and synthesizing information from

multiple sources; – Examining and explaining alternative perspectives

across a variety of sources; and – describing and illustrating how common themes

are found across texts from different cultures.

Depth of Knowledge vs. Bloom’s Taxonomy

Level 1 (Recall) Knowledge

Comprehension

Level 2 (Skill/Concept) Application

Level 3 (Strategic Thinking) Analysis

Level 4 (Extended Thinking) Synthesis

Evaluation

Depth of KnowledgeLevel 1

(Recall)

Level 2

(Skill/Concept)•Scan text to find key information.•Identify essential information from a passage needed to accomplish a task.•Recall a definition.•Perform a simple algorithm.•Apply a formula.•Measure.•Do basic computations.

•Apply word recognition strategies to determine meanings of words.•Identify and describe the characteristics of fiction, nonfiction, poetry, or plays.•Make inferences or draw conclusions based on what is read.•Make decisions as to how to approach a problem.•Classify, organize, or estimate.•Compare data.Source: KDE (2006).


(Strategic Thinking)

•Explain a character’s actions based on a passage.•Use evidence from a passage to formulate opinions in response to reading a passage.•Analyze or evaluate the use of supporting details as they relate to the author’s message.•Justify.•Explain phenomena in terms of concepts.•Use concepts to solve problems.•Non-routine problems.

Source: KDE (2006).


(Extended Thinking)

•Compare or contrast elements, views, ideas, or events presented in one or more passages.•Analyze the ways in which similar themes or ideas are developed in more than one text.•Performance tasks.•Project-based assessments.•Select one approach among alternatives.•Combine and synthesize ideas into new concepts.

Source: KDE (2006).

How to Approach a DOK Question?

Read through it• What process will students perform to solve this

problem or answer the question?• Is the problem involving recall?• Is it asking the student to perform basic computation or

another basic skill?• Is the problem multi-step?• Is the student required to justify the answer in some

way?

What’s the DOK Level?

• Find the next three terms in the following pattern: 2/7, 4/7, 6/7, 8/7 . . .

• On a trip across the country, Justin determined that he would have to drive about 2,763 miles. What speed would he have to average to complete the trip in no more than 50 hours of driving time?

• Given the coordinates for three vertices of a rectangle, graph the coordinates of the fourth vertex.

What’s the DOK Level?

• Complete a flow map based on the events that happened in the story.

• Based on this passage, what can the reader infer about having a Burrowing Parrot as a pet?

• Do you agree or disagree with the author’s opinion on school uniforms? Use evidence from the passage to support your answer.

Test Taking Strategies

• Emphasize reading the question/prompt thoroughly. • Underline key words, numbers, and phrases that

may be important when solving the problem or answering the question.

• If the question has multiple steps, break it down and do one step at a time.

DRAFT Language Arts Blueprint

DRAFT Math Blueprint

1 2 3 4

Percent of test items

25% 70% 5% 0%

Number of test items

5 14 1 0

DOK Level

Objective 1c DOK 2 This is an

example for a 20 item test..

Note there is a range of cognitive demand but the emphasis is on the DOK for this Objective.

A Sample Classroom Test Blueprint

Where Do We Start?

• Create interval tests – Pretest, 4 ½ week test, Nine Weeks’ Test – Use Test Item Specifications as examples

• Teach students how to answer DOK 2 and 3 questions by modeling using think-alouds– “I do. We do. You do.”

• Add one or two high level questions on class assignments and homework

• When practicing a skill in class, always post 2 to 3 higher level questions on the chalkboard for students who finish quickly

• Assign a problem of the week• Teach the vocabulary from the test

– Use the Item Test Specification and Practice Tests to create a vocabulary list

• Regular, weekly assessments should require students to demonstrate or apply what they have learned not recall

• Grades students earn should reflect the performance level descriptors (Advanced, Proficient, Minimum, and Basic) which are based on the framework objectives and DOK levels.

• DO NOT PANIC!– We are in this together. We have survived many

changes in the past. We can survive this one, too.

Resources• Curriculum Framework

http://wwwmde.k12.ms.us/acad1 • Test Blueprints

http://www.mde.k12.ms.us/ACAD/osa/blueprints• Performance Level Descriptors

http://wwwmde.k12.ms.us//ACAD/osa/pld• Test Item Specifications

http://www.mde.k12.ms.us/ACAD/osa/itemspecs• Practice Tests

http://www.mde.k12.ms.us/ACAD/osa/practicetests/

http://wwwmde.k12.ms.us/acad1

http://www.mde.k12.ms.us/ACAD/osa/blueprints

http://wwwmde.k12.ms.us//ACAD/osa/pld

http://www.mde.k12.ms.us/ACAD/osa/itemspecs

http://www.mde.k12.ms.us/ACAD/osa/practicetests/

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