introduction to depth of knowledge jamie marantz director core learning 2.28.13dublin unified school...

Dublin Unified School District Presentation

Introduction to Depth of Knowledge

Jamie MarantzDirector

Core Learning

2.28.13

Learning Targets

1. I will be able to evaluate assessment questions using Webb’s Depth of Knowledge Levels.

2.28.13 Dublin Unified School District Presentation

Why is Depth of Knowledge (DOK) Important?

• Use it to ensure that instructional and assessment activities match the cognitive rigor required to master the standards.


DOK is NOT…

• … about the ‘TYPE’ of thinkingo Verbs (i.e. Bloom’s) such as analyzing,

comprehending, recalling

• …about the ‘DIFFICULTY’o Difficulty is about how many students

answer a question correctly.


Same Verb does Not EqualSame TYPE or DEPTH of Thinking

While verbs may point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.• DOK 1- Describe three characteristics of plant

cells

• DOK 2- Describe the difference between plant and animal cells.

• DOK 3- Describe a model that you might use to represent a key relationship between plant and animal cells based on their functions.


DOK is not about difficulty...Difficulty refers to how many students answer a question correctly.

• DOK 1 – recall: o “How many of you know what ‘angry’ means?”

If you know, it’s an easy question.

• DOK 1 – recall:o “Who knows what ‘prescient’ means?”

If most do not know, then you have a ‘hard’ or difficult seeming question.


DOK is about COMPLEXITY

• DOK refers to the complexity of the mental processing students must perform to complete a task, answer a question or create a product.o How deeply do you have to know the

content to complete the task.• Instruction and assessment activities must

reflect the DOK level of the objective or intended learning outcome.


DOK Levels

DOK-1 : Recall, Remember and Reproduction

DOK-2 : Basic Application of Skills & Concepts

DOK-3 : Strategic Thinking

DOK-4 : Extended Thinking


Level 1- Recall and Reproduction

• DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.o You could memorize something simple, or complex

• DOK 1 can involve perform a routine procedure.


Level 1 Examples

• Find facts explicitly stated in a text.• Describe the components of a group.• Identify elements from the periodic table from

given facts.• Identify basic rules for performing subtraction

of double digit numbers.


Level 2 – Skills and Concepts

• DOK 2 requireso Organizing of information in some way o Using some mental processing like determining

relationships between items beyond recallingo Items can require students to make some decisions

as to how to approach the question or problem.

• These actions imply more than one cognitive process/step.

• For DOK 1 + 2, there’s usually one ‘right’ answer.


Level 2 - Examples

• Explain the cause-effect of a collision using Newton’s 2nd Law.

• Distinguish fact from opinion in a text.• Compare tundra and arctic seasons.

Identify and summarize the major events, problem, solution, conflicts in a literary text.


Level 3 – Strategic Thinking• DOK 3 questions can have multiple ways to get to the

right answer or multiple right answers.

• DOK 3 requires deep understanding as exhibited through reasoning, planning, and more demanding cognitive reasoning. The cognitive demands are often complex and/or abstract.

• DOK 3 questions often have more than one possible answer and often require students to justify the response they give using and explaining evidence for their reasoning.


Level 3 - Examples

• Create a children’s story that represents the characteristics of a culture

• Develop a scientific model for the results of our experiment

• Explain, the most significant effect of WWII on the nations of Europe

• Propose and evaluate solutions for a social problem


Level 4 – Extended Thinking• DOK 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 have to 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.


Level 4 – Examples

• Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report.

• Write a report that illustrates how multiple themes (historical, geographical, social) may be interrelated.

• Develop generalizations of the results obtained or strategies we used and apply them to this new problem.


DOK levels can be cumulative

• An item/standard written to DOK 3 often contains

DOK 1 and DOK 2 level demands.


Assigning Depth of Knowledge to Assessments Activity

Read each of the following assessment Items and Assign a Depth of Knowledge level to each Question and then compare with others. Justify your reasoning.

1. Use language structures (Pre/suffix) or word relationships (antonym/synonym) to determine word meanings.2. Analyze/interpret author’s craft (literary devices, viewpoint, potential bias) to critique the text.3. Explain the relationship between the action and resolution of the story.


Transitioning to Next Generation Assessments

Ingrid RobersonProfessional Expert

Assessment

• I will be able to assess the Depth of Knowledge required of individual questions.

• I will be able to identify key differences between the California Standards Test (CST) and SBAC.

Learning Targets


Task: Compare and contrast the California Standards Test and the Smarter Balanced Assessment.

CST/SBAC Compare and Contrast Activity


1. CST Review (20 minutes) a. As a pair, select 4 CST questions across different strands.b. As a pair, review the first CST question together, assigning a

Depth of Knowledge level and citing evidence for your answer.c. Individually review the 3 remaining CST questions. d. Now, share your results and reasoning with your partner.

http://starsamplequestions.org



http://starsamplequestions.org/

2. SBAC Review (20 minutes) a. As a pair, select 4 SBAC questions across different strands.b. As a pair, review the first SBAC question together, assigning a

Depth of Knowledge level and citing evidence for your answer.c. Individually review the 3 remaining SBAC questions.d. Now, share your results and reasoning with your partner.

http://www.smarterbalanced.org



http://www.smarterbalanced.org/

3. Conclusion (10 minutes)As a pair, decide what is the most important difference between the CST and the SBAC? Discuss the effects of this difference for your instruction.



Unpacking the Smarter Balanced Assessments

Ingrid RobersonProfessional Expert

Assessment


Learning Targets

1. I can describe main features of the SMARTER Balanced Assessment Consortium (SBAC).


Dublin Unified School District Presentation

Thank you!

Ingrid Roberson,Professional Expert

[email protected]

2.28.13

Jamie Marantz,Director,

Core [email protected]

introduction to depth of knowledge jamie marantz director core learning 2.28.13dublin unified school...

Documents

dok levels dok

complexity dok

reproduction dok

complex dok

strategic thinking dok

difficulty o difficulty

recalling o items

type of thinking o verbs