Professional Documents
Culture Documents
Webbs DOK Guide
Webbs DOK Guide
2009
://WWW.MDE.K12.MS.US HTTP://REDESIGN.RCU.MSSTATE.EDU
HTTP
TABLE OF CONTENTS
Overview ........................................................................................................................................................................5 Level 1 Recall & Reproduction ....................................................................................................................................7 Level 2 Working with Skills & Concepts ......................................................................................................................9 Level 3 Short-term Strategic Thinking ......................................................................................................................11 Level 4 Extended Strategic Thinking .........................................................................................................................13
OVERVIEW
Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments. Since then the process and criteria have demonstrated application to reviewing curricular alignment as well. This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response. Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task. It should be noted that the term knowledge, as it is used here, is intended to broadly encompass all forms of knowledge (i.e. procedural, declarative, etc.). The following table reflects an adapted version of the model.
DOK Level 1 2 3 4
Title of Level Recall and Reproduction Skills and Concepts Short-term Strategic Thinking Extended Thinking
DOK level are assigned to each course objective the following served as general guidelines for developers: The DOK level assigned should reflect the level of work students are most commonly required to perform in order for the response to be deemed acceptable. The DOK level should reflect the complexity of the cognitive processes demanded by the task outlined by the objective, rather than its difficulty. Ultimately the DOK level describes the kind of thinking required by a task, not whether or not the task is difficult. If there is a question regarding which of two levels a statement addresses, such as Level 1 or Level 2, or Level 2 or Level 3, it is appropriate to select the higher of the two levels. The DOK level should be assigned based upon the cognitive demands required by the central performance described in the objective. The objectives central verb(s) alone is/are not sufficient information to assign a DOK level. Developers must also consider the complexity of the task and/or information, conventional levels of prior knowledge for students at the grade level, and the mental processes used to satisfy the requirements set forth in the objective.
POSSIBLE PRODUCTS
Quiz Definition Fact Worksheet Test Label List Workbook Reproduction Vocabulary Quiz Recitation Example Collection Explanation Show and Tell Outline Blog Wiki Podcast Categorizing/Tagging Commenting Bulleting Highlighting Social networking Social bookmarking Searching Googling
ROLES
TEACHER
Directs Shows Questions Demonstrates Compares Examines Tells Examines Evaluates Listens Contrasts
STUDENT
Responds Remembers Memorizes Explains Restates Interprets Absorbs Recognizes Describes Translates Demonstrates
POTENTIAL ACTIVITIES
Develop a concept map showing a process or describing a topic. Make a timeline Write a list of keywords you know about Make a chart showing Recite a fact related to Write in your own words Cut out, or draw a picture that illustrates an event, process, or story. Report or present to the class. Make a cartoon strip showing the sequence of an event, process, or story. Write and perform Write a brief outline and explain the event, process, or story. Write a summary report of the event Prepare a flow chart that illustrates the sequence of events. Paraphrase a chapter in the book Retell in your own words Outline the main points 7
Recall, restate, remember, or recognize a fact, term, or property(Recognizing, listing, describing, identifying, retrieving, naming, locating, finding) Using basic calculation tasks involving only one step (i.e. addition, subtraction, etc) , complete the following Locate or retrieve information in verbatim form. Straight-forward recognition tasks related to identifying features, objects and/or steps that dont vary greatly in form (i.e. recognizing features of basic tools). Writing tasks that involve applying a standard set of conventions and or criteria that should eventually be automated (i.e. using punctuation, spelling, etc) Basic measurement tasks that involve one step (i.e. using a ruler to measure length) Use this simple formula where at least one of the unknowns are provided to Locating information in maps, charts, tables, graphs, and drawings
POSSIBLE PRODUCTS
Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Dairy Journal Reverse-Engineering Cracking Codes Linking Mashing Relationship Mind Maps Blog Commenting Blog Reflecting Moderating Testing (Alpha/Beta) Validating
ROLES
TEACHER
Shows Observes Organizes Facilitates Evaluates Questions
STUDENT
Solves problems Calculates Completes Constructs Demonstrates use of knowledge Compiles Illustrates
POTENTIAL ACTIVITIES
Classify a series of steps Construct a model to demonstrate how it looks or works Practices a play and perform in class Make a diorama to illustrate an event Write a diary/blog entry Make a scrapbook about the area of study Make a topographic map Make up puzzle or game about the topic Write an explanation about this topic for others Make a model Routine application tasks (i.e. applying a simple set of rules or protocols to a laboratory situation the same way each time) Explaining the meaning of a concept and/or explaining how to perform a particular task Stating relationships among a number of concepts and or principles 9
More complex recognition tasks that involve recognizing concepts and processes that may vary in how they appear More complex calculation tasks (i.e. multi-step calculations such as standard deviation) Research projects and writing activities that involve locating, collecting, organizing and displaying information (i.e. writing a report with the purpose to inform; meeting all steps of the writing process) Measurement tasks that occur over a period of time and involve aggregating/organizing the data collected in to basic presentation forms such as a simple table or graph
10
POSSIBLE PRODUCTS
Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report Debate Panel Report Evaluating Investigation Conclusion Program Film Animation Video cast Podcast Publishing Wiki-ing
ROLES
TEACHER
Probes Observes Acts as a resource Organizes Clarifies Guides Guides Evaluates Questions Dissects Accepts
STUDENT
Discusses Debates Examines Judges Assesses Justifies Uncovers Thinks deeply Questions Disputes Decides Argues Tests Calculates Compares Selects
POTENTIAL ACTIVITIES
Use a Venn Diagram that shows how two topics are the same and different Design a questionnaire to gather information Survey classmates/industry members to find out what they think about a particular topics Make a flow chart to show the critical stages. Classify the actions of the characters in book Prepare a report about an area of study Conduct an investigation to produce information to support a view Write a letter to the editor after evaluation product Prepare and conduct a debate Prepare a list of criteria to judge Write a persuasive speech arguing for/against Make a booklet about five rules you see as important. Convince others. Form a panel to discuss viewpoints on Write a letter to advertising on changes needed. Prepare a case to present your view about 11
Short-term tasks and projects placing a strong emphasis on transferring knowledge to solve predictable problems Explaining and/or working with abstract terms and concepts Recognition tasks when the environment observed is real-world and often contains extraneous information which must be sorted through Complex calculation problems presented that draw upon multiple processes Writing and or explaining tasks that require altering a message to fit an audience Creating graphs, tables and charts where students must reason through and organize the information with instructor prompts Identifying a research question and/or designing investigations to answer a question Tasks that involve proposing solutions or making predictions
12
POSSIBLE PRODUCTS
Film Story Project Plan New Game Song Newspaper Media Product
ROLES
TEACHER
Facilitates Reflects Evaluates Extends Analyses
STUDENT
Designs Takes risks Proposes Formulates Modifies Plans Creates
POTENTIAL ACTIVITIES
Applying information to solve ill-defined problems in novel situations Tasks that require a number of cognitive and physical skills in order to complete Writing and/or research tasks that involve formulating and testing hypotheses over time Tasks that require students to make multiple strategic and procedural decisions as they are presented with new information throughout the course of the event Tasks that require perspective taking and collaboration with a group of individuals Creating graphs, tables, and charts where students must reason through and organize the information without instructor prompts Writing tasks that have a strong emphasis on persuasion Devise a way to Develop a menu for a new restaurant using a variety of healthy foods Sell an idea Write a jingle to advertise a new product Conduct an internship in industry where students are faced with real-world, unpredictable problems
13