Understanding
Depth of Knowledge
Lou Maynus, Mathematics Coordinator WVDE
Depth of Knowledge (DOK)
• Adapted from the model used by Norm
Webb, University of Wisconsin, to align
standards with assessments
• Used by the Council of Chief State School
Officers (CCSSO) for assessment
alignment
Why Depth of Knowledge?
• No Child Left Behind (NCLB) requires
assessments to “measure the depth and
breadth of the state academic content
standards for a given grade level” (U.S.
Department of Education, 2003, p. 12)
Why Depth of Knowledge?
• Mechanism to ensure that the intent of the
standard and the level of student
demonstration required by the standard
matches the assessment items (required
under NCLB)
• Provides cognitive processing ceiling
(highest level students can be assessed)
for item development
What is Depth of Knowledge?
• The degree of depth or complexity of
knowledge reflected in the content standards
and assessments
• How deeply a student needs to understand the
content for a given response/assessment
Webb’s DOK Levels
•
•
•
•
Level 1 Recall and Reproduction
Level 2 Skills & Concepts
Level 3 Strategic Thinking
Level 4 Extended Thinking
Depth of Knowledge Levels
Level 1: Recall
Recall, recognition; skill, behavior or sequence of behaviors
learned through practice and easily performed
Level 2: Skill/Concept
Engagement of some mental processing beyond recalling; the use
of information or conceptual knowledge; requires making some
decisions regarding how to approach a question or problem
Level 3: Strategic Thinking
More sophisticated reasoning and analysis; deep understanding;
students are required to solve problems & draw conclusions
Level 4: Extended Thinking
Requires integration of knowledge from multiple sources and ability
to represent knowledge in a variety of ways; usually requires work
over an extended period of time
Understanding Depth of Knowledge
• 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.
(Show House Video-clip)
Understanding Depth of Knowledge
Difficulty is a reference to how many students answer
a question correctly:
• How many of you know the definition of exaggerate?
DOK 1 - recall
If all of you know the definition, this question is an easy
question.
• How many of you know the definition of prescient?
DOK 1 - recall
If most of you do not know the definition, this question is a
difficult question.
Copyright © 2007 Mississippi Department of Education
Understanding Depth of Knowledge
• Words like explain or analyze have to be considered in
context.
“Explain to me where you live” does not raise the DOK of a
simple rote response.
Even if the student has to use addresses or landmarks, the
student is doing nothing more than recalling and reciting.
Copyright © 2007 Mississippi Department of Education
Depth of Knowledge Levels
Level 1: Recall
Recall, recognition; skill, behavior or sequence of behaviors
learned through practice and easily performed
Level 2: Skill/Concept
Engagement of some mental processing beyond recalling; the use
of information or conceptual knowledge; requires making some
decisions regarding how to approach a question or problem
Level 3: Strategic Thinking
More sophisticated reasoning and analysis; deep understanding;
students are required to solve problems & draw conclusions
Level 4: Extended Thinking
Requires integration of knowledge from multiple sources and ability
to represent knowledge in a variety of ways; usually requires work
over an extended period of time
DOK Level 1 Examples
•
•
•
•
List animals that survive by eating other animals.
Locate or recall facts explicitly found in text
Describe physical features of places
Determine the perimeter or area of rectangles
given a drawing or labels
• Identify elements of music using musical
terminology
• Identify basic rules for participating in simple
games and activities
DOK Level 2 Examples
• Compare desert and tropical environments
• Identify and summarize the major events,
problem, solution, conflicts in literary text
• Explain the cause-effect of historical events
• Predict a logical outcome based on information
in a reading selection
• Explain how good work habits are important at
home, school, and on the job.
• Classify plane and three dimensional figures
• Describe various styles of music
DOK Level 3 Examples
• Compare consumer actions and analyze
how these actions impact the environment
• Analyze or evaluate the effectiveness of
literary elements (e.g. characterization,
setting, point of view, conflict and
resolution, plot structures)
• Solve a multiple-step problem and provide
support with a mathematical explanation
that justifies the answer
DOK Level 3 Examples
• Develop a scientific model for a complex
idea
• Propose and evaluate solutions for an
economic problem
• Explain, generalize or connect ideas, using
supporting evidence from a text or sourc
• Create a dance that represents the
characteristics of a culture
DOK Level 4 Examples
• Gather, analyze, organize, and interpret
information from multiple (print and non
print sources) to draft a reasoned report
• Analyzing author’s craft (e.g., style, bias,
literary techniques, point of view)
• Create an exercise plan applying the “FITT
(Frequency, Intensity, Time, Type)
Principle
DOK Level 4 Examples
• Analyze and explain multiple perspectives
or issues within or across time periods,
events, or cultures
• Specify a problem, identify solution paths,
solve the problem, and report the results
• Write and produce an original play
Caution!
• The Depth of Knowledge is NOT
determined by the verb, but the context in
which the verb is used and the depth of
thinking required.
Same VERB – three DOK Levels
Science
• DOK? – Describe a model that you might
use to represent the relationships that
exist within the rock cycle
• DOK ? – Describe the differences between
metamorphic and igneous rocks
• DOK ? – Describe three characteristics of
metamorphic rocks
Same VERB – three DOK Levels
Social Studies
• DOK ? examine the amendment process
of the West Virginia Constitution, give
examples of amendments and explain why
they occurred.
• DOK ? explain how nations benefit when
they resolve conflicts peacefully.
• DOK ? Use correct geographic
terminology to explain direction, location,
time zones, physical features of the earth.
Same VERB – three DOK levels
Secondary Mathematics
• DOK ? Explain what family of functions
would best model a particular real-world
situation.
• DOK ? Explain the difference between a
linear and a quadratic function.
• DOK ? Explain how the “vertical line test
is useful in determining whether or not a
given graph is representing a function.
Same VERB – three DOK levels
Elementary Mathematics
• DOK ? Determine the formula for the area
of a rectangle and explain reasoning
through modeling
• DOK ? Demonstrate and model
multiplication (repeated addition, arrays)
and division (repeated subtraction,
partitioning)
• DOK ? Model, describe, and draw – lines,
rays, angles including right, obtuse, and
acute angles.
Practice Activity: Sample One
M.O.4.5.1
Read and interpret information
represented on a circle graph.
Practice Activity: Sample Two
Solve one-step linear equations and inequalities
with one variable, interpret the solution or
solutions in the context from which they arose,
and verify the reasonableness of the results.
Practice Activity: Sample Three
Design a statistical experiment to study a
problem and communicate the outcomes.
DOK Levels Can Be Cumulative
• An item/standard written to DOK 3 often
contains DOK 1 and DOK 2 level
demands.
Remember…
• Depth of Knowledge (DOK) is a scale of
cognitive demand.
• DOK requires looking at the assessment
item/standard – not student work – in order
to determine the level. DOK is about the
item/standard – not the student.
• The context of the assessment
item/standard must be considered to
determine the DOK – not just a look at what
verb was chosen.
WVDE
Office of Instruction
Lou Maynus
Mathematics Coordinator
lmaynus@access.k12.wv.us
304-558-5325