Pearl River Central School District October 2008 Stacy Baudoin Curriculum Coordinator

1.  Pearl River Central School District October 2008 Stacy Baudoin Curriculum Coordinator

2. Depth of Knowledge (DOK) DOK stands for �Depth of Knowledge.� DOK is one way administrators, teachers, and parents can understand the objectives in terms of the complexity of what students are expected to know and do. DOK is a system for categorizing cognitive demand (Bloom is a system we are all familiar with). Developed by Norman L. Webb. 2 Webb Model: Provides analysis of the degree of intersection of state assessments and content standards, which combines qualitative expert judgments and quantified coding and statistical analysis. The Council worked with Norman Webb in developing the model. Webb Model The model developed by Norman Webb from the University of Wisconsin, provides a reliable set of procedures and criteria for conducting alignment analysis studies, which combine qualitative expert judgments and quantified coding and analysis of standards and assessments. The product of the analysis is a set of statistics for each standard and grade on the degree of intersection, or alignment, between the content embedded in state content standards and the content in state assessments. The Webb model has been used in alignment studies with more than 10 states, partly through SCASS collaborative projects managed by CCSSO. The model has been used for language arts, mathematics, science, and social studies. Following the training process, four to six reviewers, including teachers and content specialists, individually identify the content standard objectives that match each assessment item. They first determine the 'depth of knowledge' required by each objective or benchmark of the content standards being analyzed, and code each using one of four levels of knowledge: (a) recall, (b) skill/concept, (c) strategic thinking, (d) extended thinking. Operational definitions and labels vary somewhat by subject. Second, reviewers determine the objective or benchmark represented by each item or task on the state assessment being reviewed, and they rate the level of knowledge necessary for a student to successfully complete the item or task. Norman L. Webb is a senior research scientist with the Wisconsin Center for Education Research and the National Institute for Science Education.Webb is a mathematics educator and evaluator who leads the Institute's work on strategies for evaluating reform and rethinking how we evaluate mathematics and science education, while focusing on the NSF's Mathematics and Science Partnerships.His own research has focused on assessment of students' knowledge of mathematics and the alignment of standards and assessments. Webb also directs evaluations of curriculum and professional development projects. Webb Model: Provides analysis of the degree of intersection of state assessments and content standards, which combines qualitative expert judgments and quantified coding and statistical analysis. The Council worked with Norman Webb in developing the model. Webb Model The model developed by Norman Webb from the University of Wisconsin, provides a reliable set of procedures and criteria for conducting alignment analysis studies, which combine qualitative expert judgments and quantified coding and analysis of standards and assessments. The product of the analysis is a set of statistics for each standard and grade on the degree of intersection, or alignment, between the content embedded in state content standards and the content in state assessments. The Webb model has been used in alignment studies with more than 10 states, partly through SCASS collaborative projects managed by CCSSO. The model has been used for language arts, mathematics, science, and social studies. Following the training process, four to six reviewers, including teachers and content specialists, individually identify the content standard objectives that match each assessment item. They first determine the 'depth of knowledge' required by each objective or benchmark of the content standards being analyzed, and code each using one of four levels of knowledge: (a) recall, (b) skill/concept, (c) strategic thinking, (d) extended thinking. Operational definitions and labels vary somewhat by subject. Second, reviewers determine the objective or benchmark represented by each item or task on the state assessment being reviewed, and they rate the level of knowledge necessary for a student to successfully complete the item or task. Norman L. Webb is a senior research scientist with the Wisconsin Center for Education Research and the National Institute for Science Education.Webb is a mathematics educator and evaluator who leads the Institute's work on strategies for evaluating reform and rethinking how we evaluate mathematics and science education, while focusing on the NSF's Mathematics and Science Partnerships.His own research has focused on assessment of students' knowledge of mathematics and the alignment of standards and assessments. Webb also directs evaluations of curriculum and professional development projects.

3. Webb�s Depth of Knowledge Level 1 Recall Recall of a fact, information, or procedure, rote response, follow a set procedure, typically involves one step Level 2 Basic Reasoning Use information or conceptual knowledge, make decisions about how to approach the question or problem, use two or more steps that go beyond recall or simple procedure Level 3 Strategic Thinking Requires reasoning, developing a plan or sequence of steps, has some complexity, more than one possible answer based on more demanding reasoning Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem or task, relate ideas within and among content

4. 4 Final Jeopardy is always DOK 1 (recall) even though the level of difficulty is often quite high.Final Jeopardy is always DOK 1 (recall) even though the level of difficulty is often quite high.

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6. Why Depth of Knowledge? 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) 6

7. Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) Provides cognitive processing ceiling (highest level students can be assessed) for item development 7

8. Depth of Knowledge Webb�s Depth of Knowledge levels: Recall and Reproduction: Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3 Extended Thinking: Level 4 8

9. Recall : Level 1 9 Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps.

10. DOK Level 1 Examples List animals that survive by eating other animals. Locate or recall facts explicitly 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 musical terminology Identify basic rules for participating in simple games and activities 10

11. Skills/Concepts: Level 2 11 The content knowledge or process involved is more complex than in level 1. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objectsThe content knowledge or process involved is more complex than in level 1. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects

12. DOK Level 2 Examples Compare desert and tropical environments Identify and summarize the major events, problem, solution, 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 12 Organize, represent and compare data Compare/contrast people, events, places, concepts Organize, represent and compare data Compare/contrast people, events, places, concepts

13. Strategic Thinking: Level 3 13 The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2.The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2.

14. DOK Level 3 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 14 Explain, generalize, or connect ideas using supporting evidence from the text or from other sources Explain, generalize, or connect ideas using supporting evidence from the text or from other sources

15. 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 15

16.  Extended Thinking: Level 4  16 Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. �Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,� is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. � Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. �Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,� is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. �

17. 17 Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. �Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,� is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. � is a task. exemplifies a. results in an increase to. would represent a. Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. �Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,� is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. � is a task. exemplifies a. results in an increase to. would represent a.

18. Extended Reasoning/Thinking Level 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 and healthy eating plan 18

19. Extended Reasoning/Thinking Level 4 Examples Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Specify a problem, identify solution paths, solve the problem, and report the results Write and produce an original play 19

20. Teaching with DOK Every objective in our frameworks has been assigned a DOK level. State assessments are designed so that the test items match the DOK levels of the objectives. DOK 1, 2, and 3 items are on the state assessments. Instruction needs to be designed at the same level as the DOK specified by the objective if students are to be adequately prepared for the state assessments. Teachers need to examine each objective to ensure that they are teaching at the appropriate DOK level.

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22. Depth of Knowledge is Not a verb The Depth of Knowledge is NOT determined by the verb. DOK is determined by the context in which the verb is used and the depth of thinking required. 22

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24. DOK is Not About Difficulty Difficulty only tells us how many students can answer a question correctly. *How many of you know the definition of the word knowledge? DOK 1 Recall If most of you know the definition, it is an easy question. *How many of you know the definition of the words panegyrize? DOK 1 Recall If most of you do not know the definition, it is a difficult question.

25. DOK is About Complexity Level 1 requires students to use simple skills or abilities. Level 2 includes the engagement of some mental processing beyond recalling. Level 3 requires some higher level mental processing like reasoning, planning, and using evidence. Level 4 requires complex reasoning, planning, developing, and thinking over an extended period of time.

26. DOK is Not a Performance Level Descriptor Advanced Proficient Basic Minimal

27. PLDs are about Difficulty Advanced: Students at the advanced level are able to perform at a high level of difficulty, complexity, or fluency as specified by the grade-level content standards. Proficient: Students at the proficient level are able to perform at the level of difficulty, complexity, or fluency specified by the grade-level content standards. Basic: Students at the basic level are able to perform some of the content standards at a low level of difficulty, complexity, or fluency as specified by the grade-level content standards.

28. 6th Grade Vocabulary PLD Advanced: Justify the use of context clues used to determine meaning of multiple meaning words or to infer meaning of figurative language. Justify vocabulary usage based on appropriateness for context and purpose. Justify selection of word choice based on use of reference materials. Proficient: Apply knowledge of roots and affixes (com-, ex-, il-, mid-, under-, sub-, -ance, -ence, -ive, -en) to determine the meaning of multi-syllabic words. Apply expansive knowledge of words and word meanings to communicate. Use context clues to determine the meanings of multiple meaning words and the figurative meanings of text. Use reference materials to evaluate word choice in a variety of texts and to determine meaning. Analyze and evaluate vocabulary usage based on appropriateness for context and purpose. Basic: Identify of roots and affixes in multi-syllabic words; identify and produce grade-level appropriate synonyms, antonyms, and homonyms; identify figurative language in text of increasing length, complexity and difficulty.

29. DOK levels can be cumulative An objective written to DOK 3 often contains DOK 1 and DOK 2 level demands

30. What�s the DOK Level? Find the next three terms in the following pattern: 2/7, 4/7, 6/7, 8/7 . . . On a trip across the country, Justin determined that he would have to drive about 2,763 miles. What speed would he have to average to complete the trip in no more than 50 hours of driving time? Given the coordinates for three vertices of a rectangle, graph the coordinates of the fourth vertex. 1-DOK 1 2-DOK 2 3-DOK 31-DOK 1 2-DOK 2 3-DOK 3

31. What�s the DOK Level? Complete a flow map based on the events that happened in the story. Based on this passage, what can the reader infer about having a Burrowing Parrot as a pet? Do you agree or disagree with the author�s opinion on school uniforms? Use evidence from the passage to support your answer. 1-DOK 1 2-DOK 2 3-DOK 31-DOK 1 2-DOK 2 3-DOK 3

32. Why DOK is important? MCT2, Algebra I Test, and English II Test are tied to specific Depth of Knowledge Levels. DOK on these tests will range from Levels 1-3. Teachers at all grade levels need to understand all DOK levels. Instruction, assignments, and classroom assessment must incorporate the expectation of rigor for students associated with the DOK levels of all objectives for that grade and content area.

33. Where do we start? Examine the framework for your subject area and/or grade level. Note the DOK levels for each objective. Examine the PLD for your subject area and/or grade level. Note the differences among advance, proficient, and basic. Examine the Test Items Specifications for your subject area and/or grade level. Note the way each objective is assessed.

34. DOK in your Classroom Teach students how to answer DOK 2 and 3 questions by modeling using think-alouds �I do. We do. You do.� Add one or two high level questions on class assignments and homework Do a Level 3 or 4 activity each week

35. DOK in your Classroom Start with the competencies and objectives Create assessments using DOK that are modeled after Test Item Specifications Design instruction based on DOK and PLD Assess at regular intervals Use assessment results to focus instruction and to make interventions

36. DRAFT Language Arts Blueprint

37. DRAFT Math Blueprint

38. Test Taking Strategies Emphasize reading the question/prompt thoroughly. Underline key words, numbers, and phrases that may be important when solving the problem or answering the question. If the question has multiple steps, break it down and do one step at a time.

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42. Resources District Website Pacing Guides, Teaching Strategies, MS Frameworks, Test Blueprints, Test Item Specifications, Performance Level Descriptors, DOK Power Points, and other information http://www.prc.k12.ms.us/ Mississippi Department of Education http://www.mde.k12.ms.us/