Increased Rigor Through Questioning & Classroom Activities- An Understanding of Webb’s Depth of Knowledge & Bloom’s Taxonomy

Increased Rigor Through

Questioning & Classroom Activities-

An Understanding of Webb’s Depth of Knowledge &

Bloom’s Taxonomy

HousekeepingSession 8 am-3 pm

Basic NeedsCommon Courtesy

Lunch 11 am-12 pmOpen Forum

Participant Packet & Table Sets

K W L

KWL

“He who learns but does not think, is lost.

He who thinks, but does not learn is in

great danger.”

Confucious

Factors that Correlate toStudent Achievement Rates

National Assessment of Educational Progress (NAEP)

• Parent Education

• Economics (poverty - affluence)

• Language Acquisition

• Ethnicity

Efforts to Improve Student Learning Class Size Reduction Whole School Reform Re-vamp Class time (varied bell schedules, year-round schools, block schedules)

Innovative Curriculum Traditional Curriculum (Back to Basics)

Remediation Programs (Tracking, two-year algebra, etc.)

Standards Based Education (Pacing Guides, Benchmark Test, Data Driven Decision-Making, etc.)

High-stakes Accountability (Rewards, Sanctions, Differentiated Accountability)

Choice (charter schools, magnet schools, etc.)

Centralized Leadership and Policies (state or national)

Professional Learning Communities

So...what is the most significant factor in student

learning?

...the teacher

Teachers are the Key “Teachers must be the

primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.”

James Stigler and James Hiebert,The Teaching

Gap

Quality Instruction Makes A Difference

“Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.”Paraphrase Dr. Heather Hill, University of Michigan

Differences in Instruction

“Our research indicates that there is a 15% variability difference in student achievement between teachers within the same schools.”

Deborah Loewenberg Ball, Dean of Education, University of Michigan

“What Matters Very Much is Which Classroom?”

“If a student is in one of the most effective classrooms he or she will learn in 6 months what those in an average classroom will take a year to

learn. And if a student is in one of the least effective classrooms in that school, the same

amount of learning take 2 years.”

Research has indicated that... “teacher quality trumps virtually all other influences on student achievement.”

(e.g., Darling-Hammond, 1999; Hamre and Pianta,2005; Hanushek, Kain, O'Brien and Rivken, 2005;Wright, Horn and Sanders, 1997)

What does the What does the research say…research say…

about a “guaranteed and about a “guaranteed and viable curriculum?”viable curriculum?”

Curriculum: Curriculum: Student Student AchievementAchievement

Marzano’s research on school effectiveness shows that the

development of a guaranteed and viable curriculum provides the

greatest impact on student achievement.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for

Supervision and Curriculum Development.

Curriculum: Curriculum: School School ImprovementImprovement

A guaranteed, viable curriculum is “arguably the single most

important pre-condition for school improvement” (p. 41).

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning.

Alexandria, VA: Association for Supervision and Curriculum Development.

Curriculum: Curriculum: Challenging StandardsChallenging StandardsAs Wiener and Hall (2004) traveled across

the country visiting schools that were successfully closing gaps and raising

achievement for students, they found that one of the major factors that had an

impact on this academic success was the presence of a rigorous curriculum tied to

challenging standards.

Wiener, R., & Hall, D. (2004, September/October). Accountability under no child left behind. The Clearing House, 78(1), pp. 17-21.

Curriculum: Curriculum: Closing the Closing the GapGap

The secret to closing the achievement gaps and making significant progress in

student assessment results is accomplished by holding all students accountable to the same rigorous

standards regardless of demographic subgroup.

Wiener, R., & Hall, D. (2004, September/October). Accountability under no child left behind. The Clearing House, 78(1), pp. 17-21.

Toffler (1979)Toffler (1979)The definition of The definition of

“illiterate”“illiterate”The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn,

unlearn, and relearn.

Making Sense & Worthwhile Tasks

“What are our kids really being asked to do?”

“How are we keeping up with Cognitive Demand?”

• The kind and level of thinking required of students to successfully engage with and solve a task • Ways in which students interact with content

Cognitive Demand

How does all of this connect?

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)

Depth of Knowledge (DOK)

Depth of Knowledge (DOK)The intent of the accountability

development process is to design a new accountability system rather than modify the current system. The new system may look very different from the current state

accountability system.State Board of Education, 2011


Depth of Knowledge (DOK)STAAR will focus on “clearer, fewer, and

deeper”-

Provide a more clearly articulated assessment program

Focus on fewer skills

Address those skills in a deeper manner


Texas Education Agency, 2011

FOCUS Readiness & Supportingassessing more focused student expectations but doing so multiple times and in more complex ways Emphasizing the content standards that best prepare students for the next grade or course.Focus is fewer skills, but addresses skills in a deeper manner

CLARITY State standards (TEKS) are used to determine the STAAR program’s structure and content

DEPTH assessing content and skills at a greater depth and higher level of cognitive complexity using empirical data to link performance in specific courses to college and career readiness

Rigor on STAAR/EOC


Projected Level of Rigor on STAAR

Why Depth of Knowledge?

Focuses on complexity of content standards in order to successfully complete an assessment or task.

The outcome (product) is the focus of the depth of understanding.

What is Depth of Knowledge?

Measures the degree to which the knowledge elicited from students on assessments and performance indicators or through questioning is as complex as what students are expected to know and do as stated in the state standards.

--Norman Webb

What does Depth of Knowledge accomplish?Ensures that the intent of the standard and the level of student demonstration required by that standard matches the assessment items and performance indicators.

How does Depth of Knowledge work?

DOK is broken into 4 levels. As the levels increase, students must demonstrate increasingly complex mental strategies. Level One is the most basic level, essentially the “definition” stage. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

Why Depth of Knowledge (DOK)?

Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items and performance indicators (required under NCLB)

To ensure that teachers are teaching to a level that will promote student achievement

DOK Whee

l

Questioning Levels: A Cinderella Story

Practice time! Activity #1

1. Take the Cinderella handout from your packet and select at least one question for which to refine the rigor.

2. How can you up the level of your selected question(s)?

3. Be prepared to share.

Guidelines

Degree of RigorRequires instruction that targets students’ abilities to infer, organize, imagine, and revise their understandings. It teaches students skills they need to adapt to any situation and become lifelong learners-quality NOT quantity.

Assists students in fulfilling predetermined outcomes and competencies by

challenging them with high expectations.

Essential components of rigor in the classroom:

• Content acquisition

• Critical thinking

• Relevance

• Integration

• Application of concepts

• Long term retention

• Responsibility

Components of Rigor

Let’s take a look…

Is this a low, moderate, or high level question?

Is this a low, moderate, or high level question?

1. In the large manila envelope, take the questions and try to level them.

2. Discuss what you believe to be the fundamental differences between the 1’s, 2’s, and 3’s.

DOK Activity #2: Leveling Questions

DOK is NOT...

• a taxonomy (Bloom’s)

• the same as difficulty• about using “verbs”

Bloom’s TaxonomyCATEGORY ACTIONS/SKILLS DEMONSTRATED QUESTION STEMSKnowledge (recalling-eliciting factual answers)

Ask, cite, count, define, indicate, inquire, know, list, locate, name, recite, state, tabulate, tell,

Who, What, Why, When, Where, How, How much, What does it mean, Which one, Match, Choose

Comprehension (grasping meaning, translating, interpreting, extrapolating)

Associate, classify, compare, convert describe, explain, extrapolate, give examples, identify, interpret, match, measure, put in order, recognize, report, restate, specify, stipulate, summarize, translate

State in your own words, Give an example, Condense the paragraph, What part doesn’t fit, What seems to be, What exceptions are there, Which are facts, Which are opinions, Translate, Outline, Explain what is meant, This represents

Application (using knowledge in situations that are new, unfamiliar, or have a new slant))

Apply, calculate, compute, demonstrate, do , estimate, find, illustrate, manipulate, relate, simulate, solve, use, utilize

What would result, Chose the best statements that apply, Estimate a solution, Apply a formula to, Select the best solution, Use new information to determine,

Analysis (taking it apart) Analyze, categorize, classify, chart, code, compare, contrast, diagram, derive, determine, differentiate, dissect, draw conclusions, examine, experiment, investigate, make inferences, organize, question, separate, sequence, sort, survey, test

What is the function, What is the main idea or underlying theme, What statement is irrelevant or extraneous to, What does the author believe or assume, What ideas justify the conclusion, What is the premise, What persuasive technique, What is the relationship between

Synthesis (creating, combining elements into a pattern not clearly apparent before))

Arrange, assemble, change, combine, construct, design, develop, formulate, generalize, integrate, modify, plan, predict, produce, represent, set up, write

How would you test, Propose an alternative, Develop a plan, Design a model, Compose a song or play, Formulate a theory or hypothesis

Evaluation (judging, evaluating according to some set criteria)

Appraise, argue, assess, choose, conclude, critique, deduce, evaluate, grade, justify, prioritize, rate, rank, recommend, select, value

What fallacies, consistencies or inconsistencies appear, Find the errors in, Which is more important, more logical, more appropriate,

It’s NOT about the verb... 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 DOK 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.

DOK is about what follows the verb...

What comes after the verb is more important than the verb itself.

“Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.

The student who has been taught the rule for using commas is merely using the rule.

Same Verb—Three Different DOK Levels

DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

DOK is about intended outcome, not difficultyDOK 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 DOK.• Once someone learns the “rule” of how to

add, 4 + 4=8 is DOK 1 and is also easy.• Adding 4,678,895 + 9,578,885 is still a DOK

1 but may be more “difficult.”

DOK is not about difficulty...• Difficulty is a reference to how many students answer a question correctly.

“How many of you know the definition of exaggerate?” DOK 1 – recall If all of you know the definition, this question is an easy question.

“How many of you know the definition of prescient?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question.

DOK is about complexity• The intended student learning outcome determines the DOK level.

• Instruction and classroom assessments, questioning and performance indicators must reflect the DOK level of the objective or intended learning outcome.

Quick Quiz1) Give an example of a statement

that uses a verb that “sounds” like a high DOK but is used inappropriately.

2) Fill in the blanks: What _____ the verb is more _____ than the verb itself when deciding the DOK level.

3) What is the difference between difficulty and complexity?

4) What really determines the DOK level?

Quick Quiz Answers1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. answers vary

2) Fill in the blanks: What follows the verb is more important than the verb itself when deciding the DOK level.

3) What is the difference between difficulty and complexity? answers vary, but do not rely on the verb

4) What really determines the DOK level? the intended learning outcomes

So, let’s review- What is Depth

of Knowledge (DOK)?• A scale of cognitive demand (thinking)

to align standards with assessments and performance indicators

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Guides item development for many state assessments

•Level 1: Recall and Reproduction

•Level 2: Skills & Concepts

•Level 3: Strategic Thinking

•Level 4: Extended Thinking

Webb’s Four Levels of Cognitive Complexity

"To be, or not to be: that is the question"

• 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

• This also means following simple steps, recipes, or directions. Can be difficult without requiring reasoning. At DOK 1, students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong.

DOK Level 1: Recall and Reproduction

Recall and Reproduction DOK Level 1 Examples:

• List animals that survive by eating other animals• 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 terminology• Identify basic rules for participating in simple games and activities

Examples of DOK 1 in Music

1. Name the notes of the C Major scale

2. Name 4 periods of classical music.

3. Know that a sharp raises a note ½ step

1. Simple recall of pre-learned knowledge

2. Simple recall, but must be taught

3. Identify a #, recognize that it raises a pitch

Items Why is this DOK 1?

Skills/Concepts: DOK 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

•Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. Main ideas – requires deeper knowledge than just the definition. Students must explain “how” or “why” and often estimate or interpret to respond.

Skills/Concepts: DOK 2 Examples

• 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


1. Read and perform a simple rhythm

2. Play a simple melody or accompaniment

1. If the student interprets the rhythm (as opposed to repeating) it is DOK 2.

2. Student must make sense out of written notation and perform

Item Why is this DOK 2?

Strategic Thinking: Level 3• 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

•Students must reason or plan to find an acceptable solution to a problem. More than one correct response or approach is possible. Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation.

DOK Level 3 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

DOK Level 3: Strategic Thinking 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


1. Improvise a simple melody

2. Perform as a member of a conducted ensemble

3. Compose a single line melody

1. New application of complex processes

2. Students make individual choices about performance

3. New application of complex processes


Extended Thinking: Level 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 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

•At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. Usually involves more time than one class period. Multiple solutions are possible. Students often connect multiple content areas to come up with unique and creative solutions.

Extended Thinking: DOK 4 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”


1. Compose using 2 or more parts

2. Improvise over a given chord progression

3. Perform in a student-led ensemble or solo with accompaniment

1. Requires application of harmony, voice leading, cadence

2. Requires student to apply all previous learning in a new and novel situation

3. Student makes all choices


Ask yourselves…

•How important are the questions you ask in the classroom and on assessments?

•What is the benefit of raising the level of awareness about the levels of different questions?

•Some organisms are capable of converting light energy into chemical energy (glucose) through photosynthesis.

• What is the process of photosynthesis?

• What organisms carry out photosynthesis?

•All organisms extract energy from glucose to produce ATP.

• What is the process of cellular respiration?

• What organisms carry out cellular respiration?

Key Understandings and Guiding Questions:

• Ask the students to think about and answer the following questions.

• What did you eat this morning?

• Answers will vary.

• Why do you eat food? In other words, what is food?

• (We eat food to extract nutrients for energy.)

• How does your food get its food?

• (If it is an animal (or animal product), it gets food from plants. If it is a plant, it makes food from sunlight.)

• What is the process called in which organisms make their own food?

• (Photosynthesis)

• What do we call organisms that make their own food?

• (Autotrophs or producers)

Engage

Read a description of a science experiment and list the necessary material to perform the experiment.

Locate and read a current article on biotechnology, summarize the innovation and the benefits to humans.

Read and analyze three original newspaper articles from WWII and indentify reasons for public opposition to US entry into the war.

Write directions on how to connect new television to cable and DVD player.

Which of the following is rigorous? Why?

Increased Rigor Through

Questioning & Classroom Activities-

An Understanding of Webb’s Depth of Knowledge &

Bloom’s Taxonomy

Depth of KnowledgeLevel 1 Level 2 Level 3 Level 4

(recall) (skill/concept) (strategic thinking) (extended thinking)Social Studies

Benchmark DOK assessed DOK needed

examine the role of the Founding Fathers

Not identified by Texas Dept. of Ed.

DOK 1 (name FF)DOK 2 (identify positions)DOK 3 (what would he be today)DOK 4 (create a 21st century nation for him)

describe the history of people who first lived

in Texas


DOK 1 (name)DOK 2 (identify

location of old and new home)

DOK 3 (what affect)DOK 4 (what if Asians

had come first instead)


(recall) (skill/concept) (strategic thinking) (extended thinking)Social Studies

Grade 5 or 8 Which of the following is the main reason many leaders in Great Britain leaned toward supporting the Confederacy during the American Civil War? Level 1

Grade 8 There was a sharp decline in immigration into the US during the second decade of the 20st century. Which of the following best accounts for that decline? Level 2

Grade 5 or 8 A well-known newspaper prints a story critical of the current administration’s policies. The Bill of Rights allows a government official to respond to this headline by which of the following. Level 3

Grade 5 or 8 A great shift in population from one area to another could potentially cause problems and would change various structures now in place. Describe the problems and indicate the changes that might take place. Justify your answer with data. Level 4

Let’s think…Sample Question

Social Studies

A newspaper prints a story that criticizes the current administration’s Policies. The Bill of Rights allows a government official to respond to this headline by

a) arresting the publisher of the newspaper

b) closing down the newspaper

c) demanding that the newspaper print a new headline

d) writing a letter of protest to the editor

This item is level 3 because it requires students to apply the concepts of the Bill of Rights to a given

situation represented by the newspaper headline to determine the correct answer.

DOK Social Studies Levels Examples

Level 1

Questions:

• What was George Washington's role in the American Revolution?

• What factor was most important in growing cotton in the 1800s?

Activities:

• HANDOUTS/ DITTOS

• Memorization using flash cards

Level 2

Questions:

• The author of this article most likely believed that U.S. involvement in the Spanish-American War was necessary in order to -

• The provisions in this excerpt were intended to address which of the following grievances in the DOI?

Activities:

• Have students compare and contrast the causes for the U.S.’s entrance into WWI and WWII.

Level 3

Questions:

• Explain the similarities/differences for genocide to occur in Germany, Rwanda, and Darfur.

• How did incidents like the Gulf of Tonkin Resolution and the secret bombing of Cambodia eventually affect the relationship between the legislative and executive branches of government?

Activities:

• Have students write a research paper to explain, generalize, and connect ideas.

• Have students give alternate solutions to past outcomes in history.

Level 4

Questions:

• If the world continues to use fossil fuels at the same rate what will be the outcome on the environment. Support your answer with evidence.

How does this pattern differ from the early 20th century? What are the reasons for each?

Activities:

• Have students plan and develop a solution to the war in Iraq.

Let’s think…Sample QuestionMath

Each day that Jasmine turns in her homework on time, she earns 5points. Jasmine has turned in her homework on time for the last 8 days. How many points has Jasmine earned altogether?

a)30

b)35

c)40

d)45

The fact that this is a story problem does not make this more than a level 1 item. The text here quickly reveals that the problem is simple multiplication. However, story problems can often have higher DOK levels even if the computations required are only level 1, as long as there is some skillful or

strategic thinking required in determining what computations to perform.

Aligning DOK levels of standards and assessments

Standards ratings may serve as a “ceiling” for assessment

•In general, the ratings of the benchmarks set a ceiling for assessment. Thus, a benchmark that is rated at a moderate level, could be assessed at a low level or a moderate level. •Ideally, the benchmark rating aligns with the assessment level – this is the purpose for rating benchmarks and any other questions (formative assessments, summative assessments, journal prompts, class discussions). •This helps teachers know to what depth students are expected to master the benchmarks. •It helps to build a common understanding of the expectations of the benchmark.


(recall) (skill/concept) (strategic thinking) (extended thinking)Mathematics


describe a rule for sorting objects- DOK 2


DOK 1 (sort)DOK 2 (identify/describe

rule)

compose and decompose three-digit numbers with representations in words

and physical models- DOK 2


DOK 1 (identify #)DOK 2 (determine component parts)

predict trends based on graphical representation-

DOK 3


DOK 1 (determine how many)

DOK 2 (compare)DOK 3 (make decisions)

simplify and evaluate numerical and algebraic

expressions- DOK 1


DOK 1 (solve)


(recall) (skill/concept) (strategic thinking) (extended thinking)

Math

Which of the following numbers, when rounded to the nearest thousand becomes 90,000? Level 1

A car has traveled 23, 456.2 miles. The next exit is 1000 feet ahead. What will the mileage gauge read then? Level 2

Mr. Baxter wants to fence in an area for his dog. He can afford 36 feet of fencing. He is considering several different shapes for the area but wants the shape to have four sides that are whole number lengths and contain four right angles. What is the largest area that Mr. Baxter can enclose with 36 feet of fencing?

Level 3

Identify a real world problem that requires the application of mathematics, describe the possible procedure(s) for solving this problem, and explain the outcome and your reasoning. Level 4

Determining DOK: Science ExampleDetermining DOK: Science Example

Sample Science Assessment Limit

Example A: Perform a simple science process or a set procedure to gather data

Example B: Represent data collected over a period time, making comparisons and

interpretations

Example C: Interpret data collected for a research question for a scientific problem

related to your environment

DOK CeilingLevel

1

2

3

Potential DOK Levelsfor Assessment

1 (Measure temperature of

water)

1(Measure temperature of water at

different times/places)2

(Construct a graph to organize, display, and compare data)

1(Measure temperature of water at

different times/places)2

(Construct a graph to organize, display, and compare data)

3(Design an investigation to explain

the affect of varying temperatures of the river in different locations)

Let’s think…Sample QuestionScience

A scientist synthesizes a new drug. She wants to test its effectiveness in stopping the growth of cancerous tumors. She decides to conduct a series of experiments on laboratory mice

to test her hypothesis. What should she do?

a) Give half the mice the drug, the other half none, and compare their tumor rates.

b) Give the drug to all mice, but only to half every other day, and record tumor rates.

c) Double the dosage to all mice each day until tumors start to disappear.

d) Give the drug only to those mice who have tumors and record their weights.

This item is level 2. Students must at least apply knowledge of controlled experiment design to this

situation, or derive it from this problem.


(recall) (skill/concept) (strategic thinking) (extended thinking)Science


distinguish between radiating objects (the sun and the stars) and reflecting objects (the

planets and their moons).

Not identified by Texas Dept.

of Ed.

DOK 1 (identify)DOK 2 (sort)

DOK 3 (compare to)DOK 4 (what could take away radiating/reflective

properties)

relate how internal factors affect the Earth’s

surface including earthquakes and

volcanoes

Not identified by Texas Dept.

of Ed.

DOK 1 (identify factors)DOK 2 (what do factors do)

DOK 3 (what happens)DOK 4 (what if)


(recall) (skill/concept) (strategic thinking) (extended thinking)Science

What do we call the process plants use to manufacture sugar from sunlight? Level 1

Which graph of a heart rate represents that a person walked for 2 minutes, ran for 5 minutes, worked for 2 more minutes, and ran for the last 2 minutes? Level 2

In a lab experiment, an enzyme is combined with its substrate at time zero. The absorbance of the resulting solution is measured at five-minute intervals. In this procedure, an increase in absorbance is related to the amount of product formed during the reaction. The experiment uses three preparations. The most likely reason for the failure of the absorbance to increase significantly after 1- minutes in preparation 3 is which of the following? Level 3


(recall) (skill/concept) (strategic thinking) (extended thinking)Language Arts


use word recognition skills- DOK 2


DOK 1 (recognize sound)DOK 2 (read word)

analyze texts in order to identify, understand, infer, or synthesize information-

DOK 3


DOK 1 (read)DOK 2 (understand)

DOK 3 (apply information)

apply knowledge of sentence structure in composing or editing-

DOK 2


DOK 1 (know parts)DOK 2 (write

sentence/edit sentence)

use context clues to determine the figurative

meanings- DOK 2


DOK 1 (read)DOK 2 (apply)


(recall) (skill/concept) (strategic thinking) (extended thinking)

Language Arts

Which word means about the same thing as exaggerate? Level 1

Which of these statements best describes what the passage you read is about? Level 2

The style in this passage is characterized by use of similes such as “ smooth as pudding, “crisp as an autumn apple,” and “ rough as grated coconut.” Which of the following best explains the author’s purpose in using these similes? Level 3

You are to write an informative essay for your teacher using a minimum of five resources including one source from technology and one personal interview. Level 4

If you have an assessment question,

determine the DOK level of each question.

• Determine the steps or thought process a student must go through to get to the correct response (You may look at the SE if necessary)

• Be honest, and think about your students.

• What are the instructional implications for students? For the teacher?

Practice Time- Activity #3Take a white envelope. You have 5-10

minutes to complete the task:If you have a student expectation, determine

the Bloom’s level of each question.

•Develop a question that could be used to evaluate this SE.

•Determine the steps or thought process a student must go through to get to the correct response to your question.

•Does the level of the activity/steps/performance match the level of the assessment question?

Questions to think about...

• If at most 10-30% of the questions on STAAR/EOC are at a Low to Moderate Level of Complexity...How much class time should we devote to DOK Level 1 thinking?

• If at least 30-80% of the questions on STAAR/EOC (and in life) require Moderate to High levels of Complexity....What are we doing to promote these complex levels of higher order thinking?

1. In the medium envelope, take the questions and try to level them.

2. Now level by level, determine if you think the question came from a STAAR released item, TAKS release test, or CSCOPE unit test.

DOK Activity #4

Key Points • DOK 1 + DOK 1 + DOK 1 = 1

• Depths of knowledge classification is based on the task, not the student

• DOK is different from task/item difficulty

• DOK ratings aid in alignment of standards and assessment, and therefore instruction

•DOK is about complexity

•We don’t do enough level 3 and 4

The alignment between tasks, standards, and assessments allows for

cognitive complexity with a deeper understanding.

“A mile wide and an inch deep”

Remember DOK is...

…descriptive…focuses on how deeply a

student has to know the content in order to respond

…NOT the same as difficulty.

…NOT the same as Bloom’s Taxonomy

The Heart of the Matter is the

Depth of Knowledge

http://youtu.be/zDZFcDGpL4U

Looking to the Future1.How might teachers adjust instruction to

increase rigor? (Not go outside of your lane but depth within it)

2.What is the greatest challenge you face in addressing the increase in rigor and how might you tackle it?

3.What are the benefits of increasing rigor in instruction and assessment?

4.How can you ensure alignment between the standards, your instructional practices and resources and your formal/informal and formative/summative questioning/assessment?

Rigor

Dr. Stephanie Zelenak, Dr. Stephanie Zelenak, CSCOPE Director- ESC Region 19CSCOPE Director- ESC Region 19

[email protected]

mailto:[email protected]

Documents

Increased Rigor Through Questioning & Classroom Activities- An Understanding of Webb’s Depth of Knowledge & Bloom’s Taxonomy