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Copy of T2C2 DOK

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Jessica Jessica

on 5 August 2013

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Transcript of Copy of T2C2 DOK

Depth of Knowledge Level 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.

Actions imply more than one mental or cognitive process/step.
Depth of Knowledge
Level 1: Recall and Reproduction
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.
Webb’s Four Levels of Cognitive Complexity
Level 1: Recall and Reproduction

Level 2: Skills & Concepts

Level 3: Strategic Thinking

Level 4: Extended Thinking
Depth of Knowledge Level 3:
Strategic Thinking
Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning.

The cognitive demands are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3.
Depth of Knowledge Level 4:
Extended Thinking
Requires high cognitive demand and is very complex.

Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, level 4 often requires an extended period of time.
What Depth of Knowledge is NOT
Based on the research of Norm Webb
Introduction To Depth of Knowledge
List animals that survive by eating other
Locate or recall facts 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 music
Identify basic rules for participating in
simple games and activities.
Compare desert and tropical environments.
Identify and summarize the major events, problems, solutions, 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.
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.
. . . . .and more examples
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.
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).
The Depth of Knowledge is NOT
determined by the verb
(Bloom’s Taxonomy),
but by the context in which the
verb is used and the depth of
thinking required.
Verbs are not always used appropriately...
Words like explain or analyze have to be considered in context.
“Explain to me where you live” does not raise the depth of knowledge of a simple rote response.
Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.
. . . .about difficulty
It is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.
Adding is a mental process.

Knowing the rule for adding is the intended outcome that influences the Depth of Knowledge.
Once someone learns the “rule” of how to add,
4 + 4 is DOK 1 and is also easy.
Adding 4,678,895 + 9,578,885 is still a Level 1 but may be more “difficult.”
. . .about the verb
Difficulty is a reference to how many students answer a question correctly.

“How many of you know the definition of exaggerate?”
Level 1 – recall

If all of you know the definition, this question is an easy question.

“How many of you know the definition of prescient?”
Level 1 – recall

If most of you do not know the definition, this question is a difficult question.
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