Webb’s Depth of Knowledge
Webb’s Depth of Knowledge
• Norman L. Webb, University of Wisconsin
• Began 1997
• Complexity of both content and task required
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
Depth of Knowledge
• Classification of cognitive complexity
– Nominative rather than taxonomy
– Not about easy vs. difficult
– Verb and it’s context
• Considers complexity of both content and task
required
– Content: simple vs. complex data displays
– Task: solving routine vs. non-routine problems
using those data displays
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
Depth of Knowledge
“The DOK level describes the kind of thinking
involved in the task, not whether it will be
completed correctly. A greater DOK level
requires greater conceptual understanding
and cognitive processing by the students.
Therefore, on average, students who reach
greater DOK levels more regularly will have
increased student achievement.”
Marconi, Smith, and Lombardi; “Depth of Knowledge: An Effective Tool for Education Students” in Shop Talk Vol. 4, No. 2 Spring 2009, The Southern
Nevada Regional Professional Development Program.
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
Why Depth of Knowledge?
•To ensure that the intent of the standard and the
level of student demonstration required by that
standard matches the assessment items (required
under NCLB)
•To assist in teaching to a level that will promote
student achievement
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
DEPTH OF KNOWLEDGE - Level One
Recall and Reproduction
requires recall of information, such as a fact,
definition, term, or simple procedure, as well as
performing a simple process or procedure. Level 1
problems involve only one step. A student
answering a Level 1 item either knows the answer
or does not: that is, the answer does not need to be
“figured out” or “solved.”
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
DEPTH OF KNOWLEDGE - Level Two
Skills and Concepts/Basic Reasoning includes the
engagement of some mental processing beyond
recalling or reproducing a response. The content
knowledge or process involved is more complex.
These actions imply more than one step. Level 2
activities include making observations and collecting
data.
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
DEPTH OF KNOWLEDGE - Level Three
Strategic Thinking/Complex Reasoning
requires deep knowledge using reasoning, planning,
using evidence, and a higher level of thinking than the
previous two levels. The cognitive demands at Level 3
are complex and abstract. The multi-step task requires
more demanding reasoning. In most instances, requiring
students to explain their thinking is at Level 3. Other
Level 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 non-routine
problems.
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
DEPTH OF KNOWLEDGE - Level Four
Extended Thinking/Reasoning
requires high cognitive demand and is very complex.
Students are required to make several connections –
relate ideas within the content area or among content
areas – and have to select or devise one approach
among many alternatives on how the situation can be
solved. Performance assessments and openended/constructed response assessment activities
requiring significant thought will be Level 4.
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
Depth of Knowledge
From: Lois Barnes
SREB/HSTW
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111
• Level 1 — Identify this utensil.
• Level 2 — Explain the function of
the fork.
• Level 3 — Identify two examples
of when a fork would not be the
best utensil for a type of food and
explain why.
• Level 4 — Design an investigation
to determine the optimal number
and length of tines for a salad
fork.
Depth of Knowledge
• Level 1 — Identify the type of 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.
Curriculum & Instruction/Educational Technologies
Department
(610)769-4111