Learning Targets • Understand the principles behind Webb’s Depth of Knowledge criteria • Know how these principles can be applied to improve the alignment and rigor of instruction and assessment with the standards • Realize how Depth of Knowledege can be used to differentiate instruction and assessment when used for scaffolding and stretch
What is Webb’s Depth of Knowledge?
Why is Depth of Knowledge Important to Assessment? ASSESSMENT STANDARDS INSTRUCTION
Level 1: Recall and Reproduction • Focuses on the recall • • Memorize, recite, Find the perimeter of a of a previously and/or quote. square. • • taught fact, concept, Locate information. Label the phases of a • or principle. Learn a process. moon cycle. • Requires the • • Recreate a model. Identify the states and performance of a their capitals. routine procedure.
Level 2: Basic Application of Skills/ Concepts • Requires • • Explain Classify geometrical processing of relationships. figures. • • content. Make Identify and • Involves routine predictions. summarize • problems using Sort or classify. opposing two or more steps viewpoints. • or concepts with Solve routine multi- decision points step word along the way. problems.
Level 3: Strategic Thinking • • • Requires complex or Develop supporting Analyze the abstract thinking evidence for effectiveness of literary and reasoning. conclusions. elements in a text. • • • Requires decision- Transfer knowledge to Cite evidence to defend making and solve non-routine a position. • justification. problems. Propose and evaluate • Involves non-routine solutions to a problem. problems, often with more than one answer or approach. • Usually depends on one text, concept, or content area.
Level 4: Extended Thinking • Frequently involves • Modify, create, and/or • Specify a problem, real world or original elaborate. identify solution paths, investigations often • Transfers and solve the problem, with multiple constructs knowledge. report results. solutions. • Uses multiple sources • Analyze an author’s • Includes problems or or skills that may style across multiple tasks that may have cross academic texts. multiple conditions. disciplines. • Critique the • Requires non-routine importance of policies applications that or events from cross content areas or different perspectives. relies on multiple (historical, social, sources. cultural, economic)
Example: Learning How to Cook Level 1 & 2: Highly Teacher Dependent Level 1: Identify key cooking Basic Level Knowledge, Recall, tools and methods. and Re-creation. Level 2: Create the perfect grilled cheese. You may choose Requires routine application the type of bread and cheese with limited decision-making. and “extras” along with the cooking method. Teachers are the main decision-makers in these contexts.
Example: Learning How to Cook Level 3 & 4: Highly Learner Dependent Level 3: Using provided ingredients, Students put together concepts create a meal in under 30 minutes. they have learned and make Be prepared to explain the choices choices along the way to solve you made. non-routine problems. You’re hosting Thanksgiving this year. You will need Students make to plan a dinner to feed 20 people a 3-course their own plans, dinner for under $10/person that can be prepared and weigh in 6 hours or less. One guest is a vegetarian, one is considerations for on a gluten-free diet, two are diabetic, and one is completion across allergic to tree nuts. All your guests should be able content areas. to enjoy each dish you serve. Be prepared to explain the choices you made. Students are the main decision-makers in these contexts.
Misconception: Depth of Knowledge Replaces Bloom’s Taxonomy Both are important for understanding the alignment of standards, instruction, and assessment.
Misconception: Verbs Define Depth of Knowledge Bloom’s Taxonomy Webb’s Depth of Knowledge Design and carry out an Generate a hypothesis about how Create a table to convey the experiment to test the impact of Create a model of a cell based cells become damaged from classification of cells based in environmental toxins on cells. Use on a textbook example environmental toxins. Explain the their structures data gathered to determine the reasoning behind your hypothesis. most dangerous environmental toxins and justify your conclusion.
Misconception: Depth of Knowledge = Difficulty Who was the 16 th President of the United States of America? Who was the 21 st President of the United States of America? BOTH of these questions are DOK Level 1: Recall or Recreate
Standards Set the Stage for Depth of Knowledge Identify line-symmetric Which of the following shapes contain a line of symmetry? figures and draw lines of symmetry. Determine the meaning Examine how the word of words and phrases as intricate is used in the passage. Identify two phrases or they are used in a text, sentences that help you including figurative and understand the meaning of the word as used in the passage. connotative meanings.
Identify the Depth of Knowledge Level of Standards Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Identify the style and historical period of various musical examples. Design and use a simulation to generate frequencies for compound events.
Scaffolding with Depth of Knowledge Level 1: Read numbers. Read and write numbers Level 1: Write numbers. between 1 and 10. Level 1: Read and write decimals. Read, write, and compare decimals to thousandths. Level 2: Compare decimals. Predict trends based on a Level 1: Understand graphs. graphical representation. Level 2: Analyze information in a graph. Justify your prediction. Level 3: Make predictions and justify.
Scaffolding with Depth of Knowledge The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation . Name the 13 Explain some of the Cite primary Write an essay, colonies. causes of the sources to explain using multiple American Revolution. the colonies’ side sources, about the List the causes of of the American importance of the the American Revolution. unity of the colonies Revolution. in the winning of the American Revolution.
Enrichment and Stretch with Depth of Knowledge Identify the major periods, genres and composers in the development of Western and non-Western music. (DOK Level 1) List the major Describe differences Critique, compare, Choose a period and periods and genres between the and contrast develop a 16 of music. Include Baroque, Classical, compositions from measure piece of examples of and Romantic the Baroque, music in that style. composers from periods. Classical, and each period. Romantic periods.
Key Takeaways for Depth of Knowledge • It is important to align standards, instruction, and assessment to maintain the rigor expressed in the standard. • Depth of Knowledge can be used to differentiate instruction and assessment when used for scaffolding and stretch. • Depth of Knowledge requires educators to look beyond “verbs” to determine the required cognitive rigor of the standards.
Next Steps Consult the facilitation guide for additional guided practice to confirm your learning as well as application exercises to implement your learning as part of your practice.
BattelleforKids.org @BattelleforKids Facebook.com/battelleforkids.org youtube.com/battelleforkids
Recommend
More recommend
