Depth of Knowledge
Assessments
(D.O.K.)
Roseville City School District
Leadership Team
Depth of Knowledge (D.O.K.)
Measures the degree to which the
knowledge elicited from students
on assessments is as complex as
what students are expected to
know and do as listed in the state
standards.
What Do Depth of Knowledge
Assessments Accomplish?
DOK assessments are a mechanism to
ensure that the intent of the standard and
the level of student demonstration required
by that standard match.
Provides cognitive processing ceiling
(highest level students can be assessed)
for item development.
Where Did D.O.K. Come From?
Developed by Dr. Norman Webb, senior
research scientist at the National Institute
for Science Education.
The Depth of Knowledge conceptual
framework forms the basis for development
of Common Core Assessments.
How Does D.O.K. Work?
Depth of Knowledge is broken into 4 levels.
Level One is the most basic level,
essentially the “definition” stage. As the
levels increase, students must demonstrate
increasingly complex mental strategies.
Higher levels of DOK require that students
solve problems in new and creative ways,
and allow for multiple solutions to solve
those problems.
Levels of D.O.K.

LEVEL ONE - RECALL
• Recall of a fact, information, or procedure

LEVEL TWO – SKILL/CONCEPT
• Use information or conceptual knowledge

LEVEL THREE – STRATEGIC THINKING
• Reasoning, developing a plan

LEVEL FOUR – EXTENDED THINKING
• Requires an investigation, collection of data and analysis
of results
D.O.K. Compared to Bloom’s


Bloom’s taxonomy level of difficulty is
determined by the verb. DOK’s level of
cognitive demand is determined by the
context of how the verb is used and the
depth of thinking required.
What comes after the verb is more
important that the verb itself.
Same Verb – Three Different
Levels



DOK 1 - Describe three characteristics of
metamorphic rocks.
DOK 2 – Describe the difference between
metamorphic and igneous rocks.
DOK 3 – Describe a model you might use
to represent he relationship that exists
within the rock cycle.
BLOOM’S TAXONOMY
KNOWLEDGE
“The recall of specifics and universals, involving
little more than bringing to mind the appropriate
material”
COMPREHENSION
“Ability to process knowledge on a low level such
that the knowledge can be reproduced or
communicated without a verbatim repetition.”
APPLICATION
“The use of abstractions in concrete situations.”
ANALYSIS
“The breakdown of a situation into its component
parts.”
SYNTHESIS AND EVALUATION
“Putting together elements & parts to form
a whole, then making value judgments
about the method.”
WEBB’S DOK
RECALL
Recall of a fact, information, or procedure (e.g.,
What are 3 critical skill cues for the overhand
throw?)
SKILL/CONCEPT
Use of information, conceptual knowledge,
procedures, two or more steps, etc.
STRATEGIC THINKING
Requires reasoning, developing a plan or
sequence of steps; has some complexity; more
than one possible answer
EXTENDED THINKING
Requires an investigation; time to think and
process multiple conditions of the problem or task.
D.O.K. is not about difficulty…


Difficulty is a reference to how many
students answer a question correctly.
Same DOK, Different Level of Difficulty
• Level 1 DOK - Who is the current
President of the United States?
• Level 1 DOK – Who was the 19th
President of the United States?
DOK 1 + DOK 1 + DOK 1 = DOK 1
D.O.K. is about complexity…
The assessment question determines the
level of cognitive demand, not the student
work.
Which Level Am I?



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Label locations on a map.
Design and mathematical model to inform
and solve a practical or abstract situation.
Identify and summarize the major events,
problem, solution and conflicts in a literary
text.
Analyze the interrelationships among
elements of the text (plot, subplots,
character, setting).
Which Level Am I?




Explain, generalize, or connect ideas,
using supporting evidence from the text or
from other sources.
Locate information to answer questions
related to explicit or implicit central ideas
in informational texts.
Identify or describe character, setting, and
sequence of events.
Compare or analyze multiple works from
the same time period or same genre.
Resources
Next Steps


Begin D.O.K. discussions at your site
Present matrix and begin to provide
opportunities to articulate around
Depth of Knowledge assessments
• Hess Cognitive Rigor Matrix
• Webb’s Depth of Knowledge Levels
• Little Red Riding Hood & Cognitive Rigor
Next Steps – Leadership Team

Review Sample Assessments
• Reading – 4th
• Reading – 7th
• ELA – 3rd – Constructed Response
• ELA – 7th – Constructed Response
• Math – 3rd – Constructed Response
• Math – 7th – Constructed Response
Questions?