Transcript DOK - eAcademy

Webb’s Depth of Knowledge
(DOK)
Aligning Assessment Questions to DOK
Levels
Assessing Higher-Order Thinking
Learning Target
• You will learn to write questions across the
four levels in Webb’s Depth of Knowledge
(DOK).
– In order to do this, you will need to learn about
Webb’s DOK and the criteria for each level.
– You will show you learned this by identifying DOK
Levels on a content area assessment.
– You will use a DOK flow chart to judge whether
your questions are written properly based on the
level criteria.
What is Depth
of Knowledge (DOK)?
• A scale of cognitive demand (thinking) to align
•
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standards with assessments
Based on the research of Norman Webb,
University of Wisconsin Center for Education
Research and the National Institute for Science
Education
Defines the “ceiling” or highest DOK level for each
Core Content standard for the state assessment
Guides item development for state assessments
http://vimeo.com/42788913
Depth of Knowledge
is not just about assessment
• Curriculum should reflect a variety of DOK
levels
• Instruction in the classroom should also
reflect a variety of DOK levels
…To ensure students are working at
higher levels
DOK in the Classroom
Content Area
Level 1
Level 2
Level 3
Level 4
Elementary
Language Arts
Sort
known words as
quickly as
possible.
Find
words in text that
illustrate a
defined pattern.
Create an open
sort
and define the
rule and explain.
Illustrate through
authentic writing
stability in
pattern and
content of
identified stage.
Middle School
Science
Define the
following terms:
electrical
generator,
electrical motor,
magnetic field,
and electrical
Compare and
contrast how an
electrical motor
operates to how
an electrical
generator
operates.
Design and
conduct an
experiment to
demonstrate that
electrical
currents produce
magnetic forces.
Research and
design a system
to lift heavy
objects using the
conversion of
electrical energy
to mechanical
energy. Build a
prototype of the
system using
materials found
in the classroom.
Bloom’s vs. Webb’s DOK
• DOK is different from Bloom’s Taxonomy
– Bloom –What type of thinking (verbs) is needed
to complete a task?
– Webb –How deeply do you have to understand
the content to successfully interact with it? How
complex is the content?
DOK is about what follows the verb...
• What comes after the verb is more
important than the verb itself.
• “Analyze this sentence to decide if the
commas have been used correctly” does
not meet the criteria for high cognitive
processing.”
• The student who has been taught the rule
for using commas is merely using the rule.
Same Verb—Three Different DOK Levels
• 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)
DOK is about intended outcome,
not 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 4,678,895 + 9,578,885 is still a DOK 1 but
may be more “difficult.”
DoK Levels
• DOK levels can be cumulative
– An item/standard written to DOK 3 often contains
DOK 1 and DOK 2 level demands
• Not all standards can be assessed at a level 3
or 4.
• DOK 1 + DOK 1 = DOK 2
Look at DOK in Your Content
The Matrices
Let’s Practice Identifying DoK
Levels for Questions
Question/Task
DOK Level 1-2-3-4
Define the term raku
1
1
Name the main character
Explain, generalize or connect ideas, using supporting evidence from a text or
source
Gather, analyze, organize, and interpret information from multiple (print and
non-print sources) to draft a reasoned report
Compare/contrast health benefits of 2 different forms of exercise
3
4
2
2
Classify plane and three dimensional figures
Analyze author’s craft (e.g., style, bias, literary techniques, point of view) across
4
multiple texts
Identify elements of music using musical terminology
1
Identify the basic rules for participating in bowling
Identify and summarize the major events, problem, solution, conflicts in literary
text
Explain the cause-effect of historical events
Solve a multiple-step problem and provide support with a mathematical
explanation that justifies the answer
Determine the perimeter or area of rectangles given a drawing or labels
Specify a problem, identify solution paths, solve the problem, and report the
results
Describe various styles of music
Describe physical features of Greece
Categorize paintings into the correct artistic period
Analyze or evaluate the effectiveness of the concept of ‘groove’ in a musical
1
2
2
3
1
4
2
1
2
3
Level Assessment Items
• Read each assessment items and identify the
item as a Level 1, 2, or 3.
Look Fors