Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Webb's Depth of Knowledge
Transcript of Webb's Depth of Knowledge
1. I will be able to describe rigor in relation to Webb's Depth of Knowledge (DOK) framework.
2. I will be able to evaluate the rigor of questions, student tasks, or assessment items using Webb's Depth of Knowledge Levels.
about what follows a verb
a reference to the complexity of the mental processing that must occur to answer a question, perform a task, or generate a product.
Presented by Alejandro Rivera
November 5, 2013
Depth of Knowledge
To align instructional and assessment activities with the cognitive rigor needed to master the Common Core Learning Standards (CCLS).
Why is DOK important?
DOK is not:
about using verbs
How do you currently measure the complexity of a question or task?
What do you think Webb's Depth of Knowledge is?
The Four DOK Levels
LEVEL 1: RECALL
Curricular elements that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills.
A student answering a Level 1 item either knows the answer or does not; that is, the answer does not need to be “figured out” or “solved.”
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response.
This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, patterns , cause and effect, significance or impact, relationships, points of view or processes.
SHORT-TERM STRATEGIC THINKING
Items falling into this category demand a short-term use of higher order thinking processes, such as analysis and evaluation, to solve real-world problems with predictable outcomes.
Stating one’s reasoning is a key marker of tasks that fall into this particular category.
LEVEL 4: EXTENDED STRATEGIC THINKING
Curricular elements assigned to this level demand extended use of higher order thinking processes such as synthesis, reflection, assessment and adjustment of plans over time.
Students are engaged in conducting investigations to solve real-world problems with unpredictable outcomes.
Depth of Knowledge