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7/30/2019 Dok All Levels Presentation
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Bret Sibley
Elizabeth MarconiSouthern Nevada RegionalProfessional Development Program
This presentation was adapted from Measured Progress January 2008
7/30/2019 Dok All Levels Presentation
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What is Depth of Knowledge (DOK)Model?
Adapted from the
model used byNorman Webb,University of Wisconsin, to
align standards
with assessments
Focuses on
content standardin order tosuccessfullycomplete anassessment
item/task
Descriptive, not ataxonomy
Not the same asability levels (A1,A2, A3) and DOK
is moreconsistent
Southern Nevada RPDP 2
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Why Depth of Knowledge?
No Child Left Behind (NCLB) requires
assessments to “measure the depthand breadth of the state academiccontent standards for a given grade
level”
(U.S. Department of Education, 2003, p. 12)
Southern Nevada RPDP 3
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Why Depth of Knowledge?
Mechanism to ensure that the
intent of the standard and thelevel of student demonstrationrequired by that standard
matches the assessment items
(required under NCLB)
DOK is a tool to ensurethat teachers are
teaching to a level thatwill promote student
achievement
Southern Nevada RPDP 4
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•Nevada’s Depth of Knowledge levels:
DOKLevels
Southern Nevada RPDP 5
7/30/2019 Dok All Levels Presentation
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7/30/2019 Dok All Levels Presentation
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DOK Level 1:
Recall and Reproduction
Basic recall of concepts, definitions, facts,and processes
Answering a Level 1 item can involvefollowing a simple, well-known procedure
or formula
Simple skills and abilities or recall
characterize DOK 1
Southern Nevada RPDP 7
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Locate or recall facts found in text
Apply a well known formula
Use a dictionary to find the meaning of words
Represent math relationships in words,pictures, or symbols
Perform a simple science process or a setof procedures
Southern Nevada RPDP 8
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DOK 2 includes the engagement of some mental processing beyond
recalling or reproducing a response.
Items require students to make somedecisions as to how to approach the
question or problem.
These actions imply more than one
mental or cognitive process/step.
Southern Nevada RPDP 9
DOK Level 2:Basic Application of Skills & Concepts
7/30/2019 Dok All Levels Presentation
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Identify and summarize the major events,problem, solution, conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based oninformation in a reading selection
Retrieve information from a table, graph, orfigure and use it to solve a problem
requiring multiple steps.
Southern Nevada RPDP 10
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DOK 3 requires deep understanding as exhibitedthrough planning, using evidence, and more
demanding 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 a
Level 3.
Southern Nevada RPDP 11
Level 3:Strategic Thinking
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Compare consumer actions and analyzehow these actions impact the environment
Analyze or evaluate the effectiveness of
literary 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 answer
Southern Nevada RPDP 12
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Develop a
scientific modelfor a complex idea
Propose andevaluate solutionsfor an economic
problem
Justify a responsewhen more thanone answer is
possible
Southern Nevada RPDP 13
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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 HSPE
Southern Nevada RPDP 14
Level 4:
Extended Thinking
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Gather, analyze, organize, and synthesizeinformation from multiple sources to drafta reasoned report
Analyze and explain multiple perspectivesor 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
Southern Nevada RPDP 15
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However, extended time alone is not
the distinguishing factor of a Level 4.
Task Thinking
Collecting data samples overseveral months
Recall
Organizing the data in a chart Skills/
concepts
Using this chart to make and
justify predictions
Strategic
Thinking
Developing a generalized modelfrom this data and applying it to a
new situation
Extending
Thinking
Southern Nevada RPDP 16
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Use the poster andthe verbs in the
bagDiscuss and determinein which level to placethe verbs on the DOK
chart
Southern Nevada RPDP 17
It’s time to play a game!
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Southern Nevada RPDP 18
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Is DOK different from
Bloom’s Taxonomy?
The Depth of Knowledge is NOTdetermined by the verb, but the contextin which the verb is used and the depth
of thinking required.
Southern Nevada RPDP 19
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DOK 3- D e s c r i b e a model that you might useto represent the relationships that exist
within the rock cycle. (Requires deepunderstanding of rock cycle and adetermination of how best to represent it)
DOK 2- D e s c r i b e the difference betweenmetamorphic and igneous rocks. (Requires
cognitive processing to determine thedifferences in the two rock types)
DOK 1- D e s c r i b e three characteristics of metamorphic rocks. (Simple recall)
Same verb—used at all three DOK levelsSouthern Nevada RPDP 20
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DL on DOK Levels
DOK levels can be cumulative
An item/standard written to DOK 3 oftencontains DOK 1 and DOK 2 level demands
Not all standards can be assessed at alevel 3 or 4.
DOK 1 + DOK 1 DOK 2
Field tested in 2009 and implemented in2010
Southern Nevada RPDP 21
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To Summarize…
Depth of Knowledge(DOK) is a scale of cognitive demand.
DOK requires looking atthe assessment
item/standard in order todetermine the level. DOK
is about theitem/standard-not the
students’ ability.
The context of theassessment
item/standard must beconsidered to determinethe DOK- not just a lookat what verb was chosen.
Southern Nevada RPDP 22