Dok all levels_presentation

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Dok all levels_presentation

  1. 1. Bret SibleyElizabeth MarconiSouthern Nevada RegionalProfessional Development ProgramThis presentation was adapted from Measured Progress January 2008
  2. 2. What is Depth of Knowledge (DOK)Model?Adapted from themodel used byNorman Webb,University ofWisconsin, toalign standardswith assessmentsFocuses oncontent standardin order tosuccessfullycomplete anassessmentitem/taskDescriptive, not ataxonomyNot the same asability levels (A1,A2, A3) and DOKis moreconsistentSouthern Nevada RPDP 2
  3. 3. Why Depth of Knowledge?No Child Left Behind (NCLB) requiresassessments to “measure the depthand breadth of the state academiccontent standards for a given gradelevel”(U.S. Department of Education, 2003, p. 12)Southern Nevada RPDP 3
  4. 4. Why Depth of Knowledge?Mechanism to ensure that theintent of the standard and thelevel of student demonstrationrequired by that standardmatches the assessment items(required under NCLB)DOK is a tool to ensurethat teachers areteaching to a level thatwill promote studentachievementSouthern Nevada RPDP 4
  5. 5. • Nevada’s Depth ofKnowledge levels:DOKLevelsSouthern Nevada RPDP 5
  6. 6. Southern Nevada RPDP 6
  7. 7. DOK Level 1:Recall and ReproductionBasic recall of concepts, definitions, facts,and processesAnswering a Level 1 item can involvefollowing a simple, well-known procedureor formulaSimple skills and abilities or recallcharacterize DOK 1Southern Nevada RPDP 7
  8. 8. Locate or recall facts found in textApply a well known formulaUse a dictionary to find the meaning ofwordsRepresent math relationships in words,pictures, or symbolsPerform a simple science process or a setof proceduresSouthern Nevada RPDP 8
  9. 9. DOK 2 includes the engagement ofsome mental processing beyondrecalling or reproducing a response.Items require students to make somedecisions as to how to approach thequestion or problem.These actions imply more than onemental or cognitive process/step.Southern Nevada RPDP 9DOK Level 2:Basic Application ofSkills & Concepts
  10. 10. Identify and summarize the major events,problem, solution, conflicts in literary textExplain the cause-effect of historical eventsPredict a logical outcome based oninformation in a reading selectionRetrieve information from a table, graph, orfigure and use it to solve a problemrequiring multiple steps.Southern Nevada RPDP 10
  11. 11. DOK 3 requires deep understanding as exhibitedthrough planning, using evidence, and moredemanding cognitive reasoning.The cognitive demands at Level 3 are complex andabstract.An assessment item that has more than onepossible answer and requires students to justifythe response they give would most likely be aLevel 3.Southern Nevada RPDP 11Level 3:Strategic Thinking
  12. 12. Compare consumer actions and analyzehow these actions impact the environmentAnalyze or evaluate the effectiveness ofliterary elements (e.g. characterization,setting, point of view, conflict andresolution, plot structures)Solve a multiple-step problem and providesupport with a mathematical explanationthat justifies the answerSouthern Nevada RPDP 12
  13. 13. Develop ascientific modelfor a complex ideaPropose andevaluate solutionsfor an economicproblemJustify a responsewhen more thanone answer ispossibleSouthern Nevada RPDP 13
  14. 14. DOK 4 requires high cognitive demand and is very complex.An investigation or application that requires time to research,think or process multiple conditions of the problem.Students are expected to make non-routine manipulations orconnections across disciplines/content areas/multiple sources.Due to the complexity of cognitive demand, DOK 4 requires anextended period of time.NOT TESTED ON THE CRT or HSPESouthern Nevada RPDP 14Level 4:Extended Thinking
  15. 15. Gather, analyze, organize, and synthesizeinformation from multiple sources to drafta reasoned reportAnalyze and explain multiple perspectivesor issues within or across time periods,events, or culturesSpecify a problem, identify solution paths,solve the problem, and report the resultsWrite and produce an original playSouthern Nevada RPDP 15
  16. 16. However, extended time alone is notthe distinguishing factor of a Level 4.Task ThinkingCollecting data samples overseveral monthsRecallOrganizing the data in a chart Skills/conceptsUsing this chart to make andjustify predictionsStrategicThinkingDeveloping a generalized modelfrom this data and applying it to anew situationExtendingThinkingSouthern Nevada RPDP 16
  17. 17. Use the poster andthe verbs in thebagDiscuss and determinein which level to placethe verbs on the DOKchartSouthern Nevada RPDP 17It’s time to play a game!
  18. 18. Southern Nevada RPDP 18
  19. 19. Is DOK different fromBloom’s Taxonomy?The Depth of Knowledge is NOTdetermined by the verb, but the contextin which the verb is used and the depthof thinking required.Southern Nevada RPDP 19
  20. 20. DOK 3- Describe a model that you might useto represent the relationships that existwithin the rock cycle. (Requires deepunderstanding of rock cycle and adetermination of how best to represent it)DOK 2- Describe the difference betweenmetamorphic and igneous rocks. (Requirescognitive processing to determine thedifferences in the two rock types)DOK 1- Describe three characteristics ofmetamorphic rocks. (Simple recall)Same verb—used at all three DOK levelsSouthern Nevada RPDP 20
  21. 21. DL on DOK LevelsDOK levels can be cumulativeAn item/standard written to DOK 3 oftencontains DOK 1 and DOK 2 level demandsNot all standards can be assessed at alevel 3 or 4.DOK 1 + DOK 1 DOK 2Field tested in 2009 and implemented in2010Southern Nevada RPDP 21
  22. 22. To Summarize…Depth of Knowledge(DOK) is a scale ofcognitive demand.DOK requires looking atthe assessmentitem/standard in order todetermine the level. DOKis about theitem/standard-not thestudents’ ability.The context of theassessmentitem/standard must beconsidered to determinethe DOK- not just a lookat what verb was chosen.Southern Nevada RPDP 22

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