The document discusses shifting assessments to higher levels of depth of knowledge (DOK). It explains that Common Core State Tests (CST) only assessed levels 1-2, which involve recall and basic skills. In contrast, Smarter Balanced Assessments (SBAC) will assess levels 1-2 as well as higher levels 3-4, which involve strategic thinking, rationalization, and reasoning across multiple steps. Examples are provided for mathematics questions at each DOK level to illustrate the increasing complexity of thinking required. The document emphasizes that developing skills at all DOK levels is important for students.

1. DEPTH OF
KNOWLEDGE
ASSESSMENT THROUGH CONSTRUCTED
RESPONSES - ELA

3. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances

4. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
CST
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
CST has only assessed students on their ability to think at levels 1
and 2.

5. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
SBAC
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
SBAC will be assessing students both in level 1 and 2, as well as in their ability to think at higher levels.

6. LEVEL 1 EXAMPLE: GRADE 8
Select all of the expressions that have a value between 0 and 1.
87 –12
8
74
7–3
2 9
1 1
3 3
(–5)6
(–5)10
This is a grade 8 item that is coded to depth of knowledge level one. This item
requires students to recall the rules for exponents to evaluate each expression and
select the expression or expressions with a value between zero and one.

7. LEVEL 2 EXAMPLE: GRADE 8
A cylindrical tank has a height of 10 feet and
a radius of 4 feet. Jane fills this tank with water
at a rate of 8 cubic feet per minute. How many
minutes will it take Jane to completely fill the
tank without overflowing at this rate?
Round your answer to the nearest minute.
This is a grade 8 item that is coded to depth of knowledge level two. This item requires students to use
the formula for the volume of a cylinder, as well as a basic understanding of rate, to calculate the
number of minutes Jane will take to fill the water tank.

8. LEVEL 3 EXAMPLE: GRADE 8
The total cost for an order of shirts from a company consists of the cost for
each shirt plus a one-time design fee. The cost for each shirt is the same
no matter how many shirts are ordered.
The company provides the following examples to customers to help them
estimate the total cost for an order of shirts.
• 50 shirts cost $349.50
• 500 shirts cost $2370
Part A: Using the examples provided, what is the cost for each shirt, not
including the one-time design fee? Explain how you found your answer.
Part B: What is the cost of the one-time design fee? Explain how you found
your answer.
This is a grade 8 item that is coded to depth of knowledge level three. This item requires students to
perform calculations in order to respond to each part. In addition, students are required to provide an
explanation for each answer.

9. LEVEL 4 EXAMPLE: GRADE 8
During the task, the student assumes the role of an architect
who is responsible for designing the best plan for a park with
area and financial restraints. The student completes tasks in
which he/she compares the costs of different
bids, determines what facilities should be given priority in
the park, and then develops a scale drawing of the best
design for the park and an explanation of the choices made.
This investigation is done in class using a calculator, an
applet to construct the scale drawing, and a spreadsheet.
This is a description for a grade 8 performance task that is coded to depth of knowledge level
four. This item requires students to use concepts of geometry, numbers and operations, and
statistics to determine the best solution to a problem where all constraints cannot be satisfied at
the same time. Additionally, the student must provide justifications to support reasoning.
Students are expected to engage with the task for an extended period of time, up to 120
minutes.

10. Skills developed
in the various
Depth of
Knowledge
levels.
Classroom
application of
these skills