Skills and Concepts: At this level, a student must make some decisions about his or her approach. Tasks with more than one mental step, such as comparing, organizing, summarizing, predicting, and estimating, are usually Level 2.
Level 3. Strategic Thinking: At this level of complexity, students must use planning and evidence, and thinking is more abstract. A task with multiple valid responses, where students must justify their choices, would be Level 3. Examples include solving non-routine problems, designing an experiment, or analyzing characteristics of a genre.
Level 4. Extended Thinking: Level 4 tasks require the most complex cognitive effort. Students synthesize information from multiple sources, often over an extended period of time, or transfer knowledge from one domain to solve problems in another.
Designing a survey and interpreting the results, analyzing multiple texts by to extract themes, or writing an original myth in an ancient style would all be examples of Level 4. Try this exercise to better understand the cognitive depth of the tasks you are using in your classroom and improve the rigor of your instruction:.
Keep a list or collection of every task you ask students to do in a day or in one subject for a week , including classwork, homework, and projects. Sort the tasks into categories according to the four DoK Levels.
Some resources that may help:. DOK levels provide educators with a common language to effectively communicate about the required level of thinking students must be able to demonstrate as articulated in the standards—and whether teaching, learning, and assessment are aligned to those expectations.
A common misconception is that DOK can be easily identified from the verbs used in a given standard or learning expectation. Norman Webb himself has disputed this resource. Though the verb may provide a clue, to determine the DOK of a given standard or learning objective, the focus should be on what comes after the verb.
Understanding the concepts described after the verb of the standard—in combination with the mental processing required to achieve that level of understanding—are the key components to identifying the DOK of a given learning objective. The DOK of a test question seeks to explain the thinking, action, or knowledge that is needed to complete the question or task. Low DOK does not necessarily mean low difficulty and vice versa. Take for example if I were to ask you to name the first President of the United States.
You would simply need to recall the answer DOK 1 , and the likelihood of getting the correct answer is high low difficulty. When assessment follows the DOK framework, students are given a series of increasingly difficult tasks that gradually demonstrate that they are meeting expectations and allow assessors to evaluate their comprehensive depth of knowledge.
These assessment tasks are designed to capture the full scope of proficiency required to satisfy a standard, from the most basic to most complex and abstract units of knowledge and skill.
That means that an assessment should include tasks from level 1 through 4—Webb identified four distinct depths of knowledge—and not too much of any one type of task.
Assessment, just as the learning that precedes it, should be diversified and varied. DOK is not reserved for state assessment—small-scale, classroom assessment uses it too. Most classroom assessment consists of primarily level 1 and level 2 tasks because level 3 and 4 tasks are difficult to develop and score. However, teachers need to ensure that their students are exposed to a variety of tasks at differing levels of complexity to learn and grow and in order to accurately assess whether expectations are met.
This means that teachers should design higher-level tasks though they require more time and effort because they offer benefits that simpler activities do not and show with more accuracy the full extent of a student's abilities. Teachers and students alike are best served by balanced assessment that calls on every depth of knowledge in some way.
Level 1 is the first depth of knowledge. It includes recall of facts, concepts, information, and procedures—this is the rote memorization and basic knowledge acquisition that makes higher-level tasks possible. Level 1 knowledge is an essential component of learning that does not require students to go beyond stating information.
Mastering level 1 tasks builds a strong foundation on which to build. Question: Who was Grover Cleveland and what did he do? Answer: Grover Cleveland was the 22nd president of the United States, serving from to Cleveland was also the 24th president from to He is the only president to have served two non-consecutive terms.
Level 2 depth of knowledge includes the limited application of skills and concepts. In other words, a learner must master the lower levels before moving on to the next. Depth of Knowledge or DoK is another type of framework used to identify the level of rigor for an assessment. In , Dr.
Norman Webb developed the DoK to categorize activities according to the level of complexity in thinking. The creation of the DoK stemmed from the alignment of standards to assessments.
Standardized assessments measured how students think about a content and the procedures learned but did not measure how deeply students must understand and be aware of a learning so they can explain answers and provide solutions, as well as transfer what was learned in real world contexts Francis, Essentially, the goal of DoK is to establish the context—the scenario, the setting, or the situation—in which students express the depth and extent of the learning Francis,
0コメント