1 of 17

Webb's�Depth of�Knowledge

Draw

Define

Calculate

Arrange

Repeat

Recall

Recite

State

Tell

Who, What, When, Where, Why

Identify

Memorize

Tabulate

Recognize

List

Label

Use

Name

Match

Illustrate

Measure

Report

Quote

Describe

Explain

Interpret

Infer

Categorize

Collect and Display

Identify Patterns

Organize

Construct

Modify

Predict

Interpret

Distinguish

Use Context Cues

Make Observations

Summarize

Show

Graph

Classify

Separate

Cause/Effect

Estimate

Compare

Relate

Revise

Apprise

Develop a Logical Argument

Assess

Critique

Use Concepts to Solve Problems

Construct

Formulate

Explain Phenomena in Terms of Concepts

Compare

Investigate

Differentiate

Cite Evidence

Draw Conclusions

Hypothesize

Design

Connect

Synthesize

Apply Concepts

Critique

Analyze

Create

Prove

Level

Four

(Extended Thinking)

Level

One

(Recall)

Level

Two

(Skill/ Concept)

Level Three

(Strategic Thinking)

2 of 17

Webb’s Depth of Knowledge

Is a scale of cognitive demand which aligns standards with assessments
DOK addresses the content being assessed and the depth to which we expect students to demonstrate understanding of that content
DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product
DOK is about cognitive complexity, not difficulty

3 of 17

Why Depth of Knowledge?

Webb’s DOK supports both the low-level rote understanding and the higher-order thinking required by Common Core

4 of 17

Level 1: Recall

Focus is on students to work with specific facts, definitions.
Items only require students to have a shallow understanding of content
Click HERE for activities that support DOK Level 1 thinking in your classroom.

5 of 17

Level 2: Skill & Concept

Students are required to apply skills and concepts
They must comprehend and process portions of content
Click HERE for activities that support DOK Level 2 thinking in your classroom.

6 of 17

Level 3: Strategic Thinking

Students are required to use complex and abstract thinking
They are encouraged to go beyond the initial learning - to explain, generalize, & connect ideas
Click HERE for activities that support DOK Level 3 thinking in your classroom.

7 of 17

Level 4: Extended Thinking

Students are required to use higher-order thinking
They are asked to take material from one content area and apply it to another
Click HERE for activities that support DOK Level 4 thinking in your classroom.

8 of 17

Why Depth of Knowledge?

Why not Bloom’s Taxonomy?

DOK 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.

9 of 17

Webb’s DOK vs. Bloom’s Taxonomy

10 of 17

Webb’s DOK vs. Bloom’s Taxonomy

11 of 17

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.

12 of 17

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.

13 of 17

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)

For more examples of verbs or learning objectives across levels, see the content specific pages: Reading, Writing, Math, Science, H-SS, VPA, Health & PE

14 of 17

Level One Activities
Recall elements and details of a story structure, such as sequence of events, character, plot and setting Conduct basic mathematical calculations Label locations on a map Represent in words or diagrams a scientific concept or relationship Perform routine procedures like measuring length or using punctuation marks correctly Describe the features of a place or people

15 of 17

Level Two Activities
Identify and summarize the major events in a narrative Use context cues to identify the meaning of unfamiliar words Solve routine multiple-step problems Describe the cause/effect of a particular event Identify patterns in events or behavior Formulate a routine problem given data and conditions Organize, represent and interpret data

16 of 17

Level Three Activities
Support ideas with details and examples Use voice appropriate to the purpose and audience Identify research questions and design investigations for a scientific problem Develop a scientific model for a complex situation Determine the author’s purpose and describe how it affects the interpretation of a reading selection Apply a concept in other contexts

17 of 17

Level Four Activities
Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions Apply mathematical model to illuminate a problem or situation Analyze and synthesize information from multiple sources Describe and illustrate how common themes are found across texts from different cultures Design a mathematical model to inform and solve a practical or abstract situation