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Depthofknowledgechart

The document provides an overview of levels of complexity known as Depth of Knowledge (DOK). It describes 4 levels that measure a student's Depth of Knowledge. Level 1 involves recalling facts or procedures, while Level 2 involves applying skills and concepts over multiple steps. Level 3 requires strategic thinking, such as developing a plan. The highest level, Level 4, involves extended thinking like synthesizing ideas and designing experiments. Key verbs and examples of student work are provided for each level to help determine the Depth of Knowledge.

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604 views

Depthofknowledgechart

The document provides an overview of levels of complexity known as Depth of Knowledge (DOK). It describes 4 levels that measure a student's Depth of Knowledge. Level 1 involves recalling facts or procedures, while Level 2 involves applying skills and concepts over multiple steps. Level 3 requires strategic thinking, such as developing a plan. The highest level, Level 4, involves extended thinking like synthesizing ideas and designing experiments. Key verbs and examples of student work are provided for each level to help determine the Depth of Knowledge.

Uploaded by

api-260339450
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Depth of Knowledge (DOK) Overview Chart

Level of Complexity (measures a Key Verbs That May Evidence of Depth of Knowledge
student’s Depth of Knowledge) Clue Level
Level 1 Arrange Measure • Explain simple concepts or routine procedures
Recall/Reproduction Calculate Name • Recall elements and details
Recall a fact, information, or procedure. Cite Perform • Recall a fact, term or property
Process information on a low level. Define Quote • Conduct basic calculations
Describe Recall • Order rational numbers
Bloom Draw Recite • Identify a standard scientific representation for
Know/Remember Explain Record simple phenomenon
“The recall of specifics and universals, Give examples Repeat • Label locations
Identify Report
involving little more than bringing to • Describe the features of a place or people
Illustrate Select
mind the appropriate material.” • Identify figurative language in a reading
Label State
passage
Comprehend/Understand Locate Summarize
“Ability to process knowledge on a low List Tabulate
level such that the knowledge can be Match
reproduced or communicated without a
verbatim repetition.”
Level 2 Apply Generalize • Solve routine multiple-step problems
Skill/Concept Calculate Graph • Describe non-trivial patterns
Use information or conceptual Categorize Identify patterns • Interpret information from a simple graph
knowledge, two or more steps Classify Infer • Formulate a routine problem, given data and
Compare Interpolate conditions
Bloom Compute Interpret • Sort objects
Apply Construct Modify • Show relationships
“Uses information in another familiar Convert Observe • Apply a concept
Describe Organize
situation.” • Organize, represent and interpret data
Determine Predict
(Executes - Carries out a procedures in • Use context clues to identify the meaning of
a familiar task) Distinguish Relate
unfamiliar words
(Implements - Uses a procedure in an Estimate Represent
Explain Show • Describe the cause/effect of a particular
unfamiliar task) event.
Extend Simplify
Extrapolate Solve • Predict a logical outcome
Find Sort • Identify patterns in events or behavior
Formulate Use
Level of Complexity (measures a Key Verbs That May Evidence of Depth of Knowledge
student’s Depth of Knowledge) Clue Level
Level 3 Appraise Examine • Solve non-routine problems
Strategic Thinking Assess Explain how • Interpret information from a complex graph
Requires reasoning, developing a plan Cite evidence Formulate • Explain phenomena in terms of concepts
or a sequence of steps, some Check Hypothesize • Support ideas with details and examples
complexity Compare Identify • Develop a scientific model for a complex
Compile Infer situation
Bloom Conclude Interpret • Formulate conclusions from experimental data
Analyze Contrast Investigate • Compile information from multiple sources to
“Breaking information into parts to Critique Judge address a specific topic
Decide Justify
explore understanding and • Develop a logical argument
Defend Reorganize
relationship.” • Identify and then justify a solution
Describe Solve
Develop Support • Identify the author’s purpose and explain how
Evaluate it affects the interpretation of a reading
“Checks/Critiques – makes judgments Differentiate
Distinguish selection
based on criteria and standards.”

Level 4 Appraise • Design and conduct an experiment that


Extended Thinking Connect requires specifying a problem; report
Requires an investigation, time to think Create results/solutions
and process multiple conditions of the Critique • Synthesize ideas into new concepts
problem. Most on-demand Design • Critique experimental designs
assessments will not include Level 4 Judge • Design a mathematical model to inform and
activities. Justify solve a practical or abstract situation.
Prove • Connect common themes across texts from
Bloom Report different cultures
Synthesize Synthesize • Synthesize information from multiple sources
“Putting together elements and parts to
form a whole

Evaluate
Making value judgments about the
method.”
Levels of Complexity

• Recall/Reproduction – Recall a fact, information, or procedure;


process information on a low level

• Skill/Concept – Use information or conceptual knowledge, two or


more steps

• Strategic Thinking – Requires reasoning, developing a plan or a


sequence of steps, more than one reasonable approach

• Extended Thinking – Requires connections and extensions, high


cognitive demands and complex reasoning

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