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Depth Of Knowledge Categorizing Classroom Experiences Compiled by Jennifer Rose.
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Transcript of Depth Of Knowledge Categorizing Classroom Experiences Compiled by Jennifer Rose.
Depth Of KnowledgeDepth Of Knowledge
Categorizing Classroom Categorizing Classroom ExperiencesExperiences
Compiled by Jennifer Rose
Why Depth Of Knowledge?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)
Compiled by Jennifer Rosewww.jenniferrose.com
Why Depth Of Knowledge?Why Depth Of Knowledge?
Alignment of content standards with Kentucky’s state assessment as required under NCLB 2001
Provides cognitive processing ceiling (highest level students are assessed on our state assessment) for item development
Compiled by Jennifer Rosewww.jenniferrose.com
What is Depth Of Knowledge?What is Depth Of Knowledge?
Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments
Used by the Council of Chief State School Officers (CCSSO) for assessment alignment in more than ten states
Compiled by Jennifer Rosewww.jenniferrose.com
Webb’s Depth Of Knowledge Webb’s Depth Of Knowledge Levels:Levels:
Level 1 – Recall & Reproduction
Level 2 – Skills & Concepts Level 3 – Strategic Thinking Level 4 – Extended Thinking
Compiled by Jennifer Rosewww.jenniferrose.com
Depth Of KnowledgeDepth Of Knowledge
Focuses on content standard in order to successfully complete an assessment/standard task.
Descriptive, not a taxonomy Not the same as difficulty
Compiled by Jennifer Rosewww.jenniferrose.com
DOK & Bloom’s TaxonomyDOK & Bloom’s Taxonomy
Compiled by Jennifer Rosewww.jenniferrose.com
DOK & Bloom’s TaxonomyDOK & Bloom’s Taxonomy
KnowledgeKnowledge: arrange, define, duplicate, label, list, : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, memorize, name, order, recognize, relate, recall, repeat, reproduce state. reproduce state.
ComprehensionComprehension: classify, describe, discuss, explain, : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, express, identify, indicate, locate, recognize, report, restate, review, select, translate, restate, review, select, translate,
ApplicationApplication: apply, choose, demonstrate, dramatize, : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. sketch, solve, use, write.
AnalysisAnalysis: analyze, appraise, calculate, categorize, : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. distinguish, examine, experiment, question, test.
SynthesisSynthesis: arrange, assemble, collect, compose, : arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. organize, plan, prepare, propose, set up, write.
EvaluationEvaluation: appraise, argue, assess, attach, choose : appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. select, support, value, evaluate.
Compiled by Jennifer Rosewww.jenniferrose.com
DOK & Bloom’s TaxonomyDOK & Bloom’s Taxonomy
Compiled by Jennifer Rosewww.jenniferrose.com
How Is DOK Being Used?How Is DOK Being Used?
Indicates the cognitive demand limits Indicates the cognitive demand limits for the state assessmentfor the state assessment
Defines the “ceiling” or highest DOK Defines the “ceiling” or highest DOK level for each Core Content for level for each Core Content for Assessment Standard for the state Assessment Standard for the state assessment assessment
Guides item development for the Guides item development for the state assessment, classification of state assessment, classification of test items, and alignment to test items, and alignment to Kentucky standardsKentucky standards
Compiled by Jennifer Rosewww.jenniferrose.com
How Is DOK Being Used?How Is DOK Being Used?
Ensures alignment of content Ensures alignment of content standards and state assessment standards and state assessment itemsitems
Ensures that an assessment item is Ensures that an assessment item is as cognitively demanding as the as cognitively demanding as the expectation of the content standardexpectation of the content standard
Provides a consistent framework Provides a consistent framework across content areas for alignmentacross content areas for alignment
Compiled by Jennifer Rosewww.jenniferrose.com
Level 1: Recall & Level 1: Recall & ReproductionReproduction DOK 1 requires recall of
information, such as a fact, definition, term, or performance of a simple process or procedure.
Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 1 ExamplesDOK 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
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 2: Skills & DOK Level 2: Skills & ConceptsConcepts DOK 2 includes the engagement
of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
These actions imply more than one mental or cognitive process/step.
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 2 ExamplesDOK 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
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DOK Level 3: Strategic DOK Level 3: Strategic ThinkingThinking DOK 3 requires deep
understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.
An assessment item that has more than one possible answer and requires students to justify the response they give would be a Level 3.
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 3 ExamplesDOK 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
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 3 Examples DOK Level 3 Examples (Cont’d)(Cont’d) 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 source
Create a dance that represents the characteristics of a culture
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 4: Extended DOK Level 4: Extended ThinkingThinking DOK 4 requires high cognitive
demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved.
Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.
Compiled by Jennifer Rosewww.jenniferrose.com
However, extended time alone is not the distinguishing factor.
TaskTask ThinkingThinking
Collecting data samples over Collecting data samples over several monthsseveral months
RecallRecall
Organizing the data in a chartOrganizing the data in a chart Skills/Skills/
conceptsconcepts
Using this chart to make and Using this chart to make and justify predictionsjustify predictions
StrategicStrategic
ThinkingThinking
Developing a generalized Developing a generalized model from this data and model from this data and applying it to a new situation applying it to a new situation
ExtendingExtending
ThinkingThinking
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 4: Extended DOK Level 4: Extended Thinking ExamplesThinking 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”
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Level 4: Extended DOK Level 4: Extended Thinking ExamplesThinking 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
Compiled by Jennifer Rosewww.jenniferrose.com
DOK is not verb-dependent… DOK 1-List two animals that survive by
eating other animals. (simple recall) DOK 2-List two reasons that desert
environments do not support large carnivores. (requires conceptual understanding of how organisms interact with their environments)
DOK 3-List the data you would need to collect and the experimental steps you would take to investigate the impact of precipitation amounts on the bear population of an island. (requires deep understanding of how a scientific investigation is conducted)
Same verb—three DOK levelsSame verb—three DOK levelsCompiled by Jennifer Rose
www.jenniferrose.com
DOK is not verb-dependent…
DOK 1-DOK 1- DescribeDescribe three characteristics of three characteristics of metamorphic rocks. metamorphic rocks. (simple recall) (simple recall)
DOK 2-DOK 2- DescribeDescribe the difference between the difference between metamorphic and igneous rocks. metamorphic and igneous rocks. (requires (requires cognitive processing to determine the differences in the cognitive processing to determine the differences in the two rock types)two rock types)
DOK 3-DOK 3- DescribeDescribe a model that you might a model that you might use to represent the relationships that exist use to represent the relationships that exist within the rock cycle. within the rock cycle. (requires deep understanding (requires deep understanding of rock cycle and a determination of how best to represent of rock cycle and a determination of how best to represent it)it)
Same verb—three DOK levelsSame verb—three DOK levels
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Levels Can Be DOK Levels Can Be CumulativeCumulative
An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands
Compiled by Jennifer Rosewww.jenniferrose.com
DOK Can Be Used To DOK Can Be Used To Inform…Inform…
Curriculum Assessment (classroom and
state) Instruction (units and lessons)
Compiled by Jennifer Rosewww.jenniferrose.com
Remember…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.
Compiled by Jennifer Rosewww.jenniferrose.com