The Depth of Knowledge (DOK) Matrix What do I Need to Know? Assessment writers for CCSS use the DOK Matrix (combining Blooms and Depth of Knowledge) to

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The Depth of Knowledge (DOK) MatrixWhat do I Need to Know?

Assessment writers for CCSS use the DOK Matrix (combining Blooms and Depth of Knowledge) to close the gap between how we expect students to think (Bloom’s) and the evidence of that thinking (Webb’s).

• The DOK Matrix can guide instruction and assessment.

• The DOK Matrix is used to create Learning Progressions for each standard.

• Each Common Core State Standard has an assigned DOK.

• The Depth of Knowledge Matrix integrates Webb’s DOK’s and Bloom’s Taxonomy.

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Webb’s DOK

1 Recall and

Reproduction

2 Skills and Concepts

3 Short term

Strategic Thinking

4 Extended Thinking

Bloom’s TaxonomyKnowledge Comprehension Application Analysis Evaluation Synthesis

(remembering) (understanding) (applying) (analyzing) (evaluating) (creating)

Blooms Taxonomy and Webb’s Depth of Knowledge

Depth of Knowledge – kind of task.

Blooms – the thinking approach needed to complete a task.

http://www.clker.com/clipart-6937.html

http://www.clker.com/clipart-6937.html

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Webb’s DOK

1 Recall and

Reproduction

2 Skills and Concepts

3 Short term

Strategic Thinking and Reasoning

4 Extended Thinking

Bloom’s TaxonomyKnowledge Comprehension Application Analysis Evaluation Synthesis

(remembering) (understanding) (applying) (analyzing) (evaluating) (creating)

Each color in this table represent a DOK target.

Watch as Bloom’s Taxonomy and Webb’s Depth of Knowledge form the DOK Matrix.

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Evaluate(Evaluating)

Recall, locate basic facts, definitions, details and events

Select appropriate words for use when intended meaning is clearly evident.

DOK LEVEL 1Recall and Reproduction

Comprehension(Understand)

DOK LEVEL 3Reasoning and Thinking

DOK 2Skills and Concepts

DOK 4Extended Thinking

Synthesize(Creating)

-Use context to identify word meanings-Obtain and interpret information using text features.

-Specify, explain relationships-Summarize-Identify central ideas

Analysis(Analyzing)

Apply(Applying)

Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.

Knowledge(Remember)

-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or Potential bias) to critique a text.

-Use concepts to solve non-routine problems.

Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).

-Compare literary elements, facts, terms and events.-Analyze format, organization & text structures.

- Identify the kind of information contained in a graphic, table, visual, etc.

-Cite evidence and develop a logical argument for conjectures based on one text or problem.

-Synthesize information across multiple sources or texts.-Articulate a new voice, theme, knowledge or perspective.

-Evaluate relevancy, accuracy and completeness of information across texts or sources

Analyze multiple sources or multiple text.-Analyze complex abstract themes.

Devise an approach among many alternatives to research a novel problem.

-Explain how concepts or ideas specifically relate to other content domains.

-Develop a complex model or approach for a given situation.-Develop an alternative solution.

-Generate conjectures or hypotheses based on observations or prior knowledge and experience.

-Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept.

Bloom’s Taxonomy and Webb’s DOK form a Cognitive Matrix

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Webb’s Depth of Knowledge

DOK LEVEL 1Recall and Reproduction

DOK LEVEL 2Basic Skills and

Concepts

DOK LEVEL 3Strategic Thinking

and Reasoning

DOK LEVEL 4Extended Thinking

Blooms

Remember (Knowledge)

-Recall, locate basic facts, definitions, details and events

Understand(Comprehend)

-Select appropriate words for use when intended meaning is clearly evident.


-Explain, generalize or connect ideas using supporting evidence (quote, text, evidence).


Apply -Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.



-Devise an approach among many alternatives to research a novel problem.

Analyze - Identify the kind of information contained in a graphic, table, visual, etc.

-Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.

-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.

-Analyze multiple sources or multiple text.-Analyze complex abstract themes.

Evaluate -Cite evidence and develop a logical argument for conjectures based on one text or problem.


Create(Synthesize)





A Completed DOK Matrix Showing Paths and End Target Goals

2009 ©Karin K Hess, Hess Cognitive Rigor Matrix – Permission to reproduce is given when authorship is fully cited.

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2. The DOK Matrix Instructional PathsEach standard has an assigned Depth of Knowledge.

The DOK determines the cognitive level of instruction.



DOK 1Recall and Reproduction

Knowledge (remembering)

Comprehend understanding

DOK 2Skills and Concepts

Apply




DOK 3Reasoning and

Thinking

Analyze



Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.



Evaluate


DOK 4Extended Thinking









Creating(Synthesizing)

Four Instructional PathsSelected Response

Constructed Response Performance Task

RI.4.5

Placement of Grade 4 Informational Text Standards on the DOK Matrix

RI.4.3RI.4.1

RI.4.1

RI.4.4

RI.4.6

RI.4.7

RL.4.8

RL.4.9

Click only once at the beginning of this slide and then again after the last standard moves to its place.

RI.4.2

RI.4.3

RI.4.7

RL.4.9

RI.4.5

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Grade 4: Literary Text (RL) and DOKs Informational Text (RI) and DOKs

Standard 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Grade 4 1,2 2 2,3 1,2 2,3 3,4 3 N/A 4 N/A 1,2 2 2,3 1,2 2 3,4 2,3 3 4 N/A

The Pacing Guides list each Common Core State Standard’s assigned Depth of Knowledge (DOK) level.

DOK 1 Blue

DOK 2 Green

DOK 4 Red

DOK 3 Orange

There are no CCSS Reading Standards listed as having only a DOK of 1. Standards with a DOK of 1 are listed as DOK 1,2. The highest level of cognitive demand for those standards would be considered a “2.”

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Why Does it Matter?

If we know the DOK level of each standard, we can work backwards and create the small sequential steps called learning progressions the predicted set of skills needed to be able to complete the required task demand of each standard.

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Depth of Knowledge 3 Learning Progressions for RI.4.8 Assessments Selected Response Selected and Constructed Responses Performance Task Prompt for RI.4.8Reading Informational Text CCSS: RI.4.8

RI.4.8 Students explain how _____usesreasons and evidence in the book,_______,to support particular points in the text about___.Cognitive Learning

Progression Targets

Grade 4DOK – 1 – Pre. DOK – 2 Pre-Requisites DOK – 3 - Target

Assessments at this level evidence basic recall of facts, events or simple processes.

Assessments at this level have evidence of understanding skills and concepts.

Assessments at this level need to have evidence of strategic reasoning using textual evidence as support.

DOK Guide gRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text

Identify specific information on a graphic (chart, table, etc…).

Categorize events in the text for a purpose (interpret)

Analyze text structure to locate supporting evidence

Distinguish relevant from irrelevant information

Make logical connections using text evidence

Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text

Use evidence to reason (concept) about a problem

Analyze interrelationships among concepts, issues and problems

Use reasoning, planning, and evidence to support inferences

Student NAME1 2 3 4 5 6 7

Learning Progressions Example for Standard RI.4.8

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Overview: Students prepare to write a short research paper based on an historical figure. They interpret with evidence and reason to support a topic and draw conclusions (ELP Target) They plan using a graphic organizer drawing evidence from texts and technological tools. Students revise their writing with correct capitalization. They link ideas within categories using words and phrases.Reading Skill: Making JudgmentsReading Strategy: Monitor/ClarifyE.L.P. Target Function:

Interpreting (Conclusions)Explaining

E.L.P. Target Forms: Interpret: implicit meaning & propaganda (exaggeration) comparative adj: er, -est, does/does not, adverbs of degree (quite, too) and manner (-ly), Explain: in, is, I came, I ___(ed), had, but, (adverbs of manner), then, as a result of,

I Read to support a point using reasons and evidence.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text (supportsELP Target – Explain).Ask: How does the author support the point about ___ with reasons and evidence(supports ELP Target – Interpret).

Unit of Study #5 - Informational TextQuarter 3


Analyze






Evaluate


Standard RI.4.8

Follows DOK Path 3

Example of DOK Path 3Pa

cing

Gui

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uart

erStandard RI.4.8 has an assigned DOK of 3. How might instruction look following the DOK 3 path?

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Analyze -Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.


-Compare literary elements, facts, terms and events.-Analyze format,organization and text structures.



Evaluate


Targeted instruction for standard RI.4.8 is at the end of DOK path 3.

End Target for RI.4.8

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Work Backwards…. Start with the end goal from the DOK Matrix.

Building Learning Progressions

RI.4.8 Students explain how Neta Lohnes uses reasons andevidence in her book, The Stout Hearted Seven: Orphaned onthe Oregon Trail, to support particular points regarding howThe seven Sager children survived the overland journey toOregon without their parents.

Write a Performance Task Prompt


RI.4.8 Explain how an author uses reasons andevidence to support particular points in a text

(supports ELP Target Explain). Ask: How doesThe author support the points about__with reasons and evidence (supports ELPTarget -Interpret)?

Paci

ng G

uide

by

Qua

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Develop a Constructed Response

Students use evidence to reason (concept) about a problem.

Example: What actions were taken when the seven Sager children were orphaned on the trail to Oregon? In your opinion, were there other options? Write an opinion paragraph that supports your response.


RI.4.8 How does the author support the pointabout ___ with reasons and evidence(supports ELP Target Interpret)?

Paci

ng G

uide

by

Qua

rter


RI.4.8 Target - Performance Task...

DOK 3Reasoning and

Thinking

Analyze






Evaluate


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Develop a Constructed Response

Students make logical connections using text evidence.


Example: In what ways were the lives of the seven Sager children the same at the mission as it was on the Oregon trail? Use specific examples from the text to write a paragraph that explains how both the mission and the Oregon trail impacted their lives in the same way.


RI.4.8 How does the author support the pointabout ___ with reasons and evidence(supports ELP Target Interpret)?

Paci

ng G

uide

by

Qua

rter


The End Goal - Performance Task...

DOK 3Reasoning and

Thinking

Analyze






Evaluate


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Reading Skill: Making JudgmentsReading Strategy: Monitor/ClarifyE.L.P. Target Function:



I Read to support a point using reasons and evidence.RI.4.8 Explain how an author uses reasons and evidence to supportparticular points in a text (supports ELP Target – Explain).Ask: How doesthe author support the point about ___ with reasons and evidence(supports ELP Target – Interpret).

-Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.

Develop a Selected Response

Example: Which event affected the seven Sager childrens’ survival on the Oregon Trail the most? Select the best answer.

Students categorize events in the text for a purpose (to interpret).

Paci

ng G

uide

by

Qua

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DOK 3Reasoning and

Thinking

Analyze






Evaluate


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Reading Skill: Making JudgmentsReading Strategy: Monitor/ClarifyE.L.P. Target Function:



I Read to support a point using reasons and evidence.RI.4.8 Explain how an author uses reasons and evidence to supportparticular points in a text (supports ELP Target – Explain).Ask: How doesthe author support the point about ___ with reasons and evidence(supports ELP Target – Interpret).

Develop a Selected Response

Example: Identify the kind of information on the chart that would be most beneficial for someone planning a trip using the Oregon Trail in 1850. Select the best answer.

Students identify specific information on a graphic.



Paci

ng G

uide

by

Qua

rter

DOK 3Reasoning and

Thinking

Analyze






Evaluate


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DOK - 1Students identify specific information on a graphic. Example: Example: Identify the kind of information on the chart that would be most beneficial for someone planning a trip using the Oregon Trail in 1850. Select the best answer.

DOK - 2Students categorize events in the text for a purpose (to interpret) . Example: Which event affected the seven Sager childrens’ survival on the Oregon Trail the most? Select all events that apply.

DOK - 3Students make logical connections using text evidence. Example: In what ways were the lives of the seven Sager children the same at the mission as it was on the Oregon trail? Use specific examples from the text to write a paragraph that explains how both the mission and the Oregon trail impacted their lives in the same way.

RI.4.8 Students explain how Neta Lohnes uses reasons and evidence in her book, The Stout Hearted Seven:Orphaned on the Oregon Trail, to support particular points regarding how The seven Sager children survived theoverland journey to Oregon without their parents.

DOK - 3Students use evidence to reason (concept) about a problem. Example: What actions were taken when the seven Sager children were orphaned on the trail to Oregon? In your opinion, were there other options? Write an opinion paragraph that supports your response.

Example of Sequenced Learning Progressions for RI.4.8

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Depth of Knowledge 3 Learning Progressions for RI.4.8 Assessments Selected Response Selected and Constructed Responses Performance Task Prompt for RI.4.8Reading Informational Text CCSS: RI.4.8

RI.4.8 Students explain how _____usesreasons and evidence in the book,_______,to support particular points in the text about___.Cognitive Learning

Progression Targets

Grade 4DOK – 1 – Pre. DOK – 2 Pre-Requisites DOK – 3 - Target

Assessments at this level evidence basic recall of facts, events or simple processes.

Assessments at this level have evidence of understanding skills and concepts.

Assessments at this level need to have evidence of strategic reasoning using textual evidence as support.

DOK Guide g an-o an-p an-r an-s c-u c-w ap-x an-z an-BRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text

Identify specific information on a graphic (chart, table, etc…).

Categorize events in the text for a purpose (interpret)

Analyze text structure to locate supporting evidence

Distinguish relevant from irrelevant information

Make logical connections using text evidence

Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text

Use evidence to reason (concept) about a problem

Analyze interrelationships among concepts, issues and problems

Use reasoning, planning, and evidence to support inferences

Student NAME1 2 3 4 5 6 7

Learning Progressions: The Foundation for All Assessments

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Listen as each task (learning progression) is read. Then decide…. Where each task belongs on the DOK Matrix.

Task A: How many children were on the wagon train? Use the table below. Select the correct answer.

Task F: Would you interpret the author’s statement _____, as bias?

Task E: Is there text evidence to support that that all pioneers were brave?

Task B: Food had to be carefully distributed during the journey to Oregon. What distribution method was used in the text? What other ways could there have been to distribute the food?

Task C: What evidence did the pioneers have that the journey could be dangerous? Was it a good idea for the pioneers to have a scout? Defend your position.

Task D: When the author explains what a wagon is by listing characteristics and features, what text structure is she using - Compare and Contrast, Description, Cause and Effect or Sequence?

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Depth Thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning

Level 4Extended Thinking

Remember

Understand

Apply

Analyze

Evaluate

Create


















A

C

-Compare literary elements, facts, terms and events.-Analyze format, organization & text structures.

-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or Potential bias) to critique a text.

D

E

F

B

Tasks activity from previous page – Letters not in sequenced order of actual instructions.

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Using the DOK Matrix

Depth of Knowledge matches the standard to an assessment task. Bloom’s matches the type of thinking students need to complete a task.

•Analyze Instruction Is my instruction rigorous? What is the standard really asking a student to do?

• Lesson PlanningDo my lessons match the cognitive demand needed? How do I create a task at that level?

• Design Assessment Items and Tasks What tasks match the level of demand? What formative assessments should I use?

• Scaffolding and Differentiation What pre-assessments and tasks do I use for varying student levels of cognition? How do I move each student toward the needed cognitive demand of a standard?

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What’s Next?

February 25th – Learning Progressions Team begins writing progressions for each standard.

The next Elementary Leadership PLC – Assessments!

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ELA - DOK Matrix by Hess

Content Specifications and DOK Levels with Targets

SBAC Home

Depth of Knowledge Wheel

Links to DOK Matrix

Books to Read

Transformative Assessment by W. James Popham (2002)

How to Teach Thinking Skills Within the Common Core by James A Bellanca, Robin Fogarty and Brian Pete (2012)

http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

http://www.smarterbalanced.org/smarter-balanced-assessments/

http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge/dok_chart.pdf

Documents

The Depth of Knowledge (DOK) Matrix What do I Need to Know? Assessment writers for CCSS use the DOK Matrix (combining Blooms and Depth of Knowledge) to