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Pearl River Central School District

November 2007
Stacy Baudoin
Curriculum Coordinator
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¢ Ôhat is DOK?
¢ Levels
¢ How it compares to Bloom͛s Taxonomy?
¢ DOK 2 or 3?
¢ Creating assessments
¢ Modifying instruction
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¢ The depth of knowledge required in an assessment is
related to
Ñ the number of connections of concepts and ideas
a student needs to make in order to produce a
response,
Ñ the level of reasoning, and
Ñ the use of other self-monitoring processes.
Source: Ôebb (1997).
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Œ

¢ Recall of information such as a fact, definition, term, or a
simple procedure
¢ Performing a simple algorithm or applying a formula.
¢ Some key words that signify a Level 1 include identify, recall,
recognize, use, and measure
¢ Verbs such as ͞describe͟ and ͞explain͟ could be classified at
different levels depending on what is to be described and
explained

Source: Ôebb (1999).

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2 
¢ Receive or recite facts
¢ Use simple skills or abilities
¢ Oral reading without analysis of the text
¢ Basic comprehension of a text
¢ Shallow understanding of text
¢ Verbatim recall or simple understanding of a single word or
phrase

Source: Ôebb (1999).

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Œ

¢ The engagement of some mental processing beyond a habitual response
¢ Requires students to make some decisions as to how to approach the
problem or activity
¢ Keywords that generally distinguish a Level 2 item include classify,
organize, estimate, make observations, collect and display data, and
compare data
Ñ These actions imply more than one step
Ñ Some verbs, such as ͞explain,͟ ͞describe,͟ or ͞interpret͟ could be
classified at different levels depending on the object of the action

Source: Ôebb (1999).

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Œ

Other Level 2 activities include
Ñ interpreting information from a single graph, requiring reading
information from the graph;
Ñ explaining the purpose and use of experimental procedures;
Ñ carrying out experimental procedures;
Ñ making observations and collecting data;
Ñ classifying, organizing, & comparing data; and
Ñ organizing and displaying data in tables, graphs, and charts.

Source: Ôebb (1999).

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2 
¢ Requires comprehension and subsequent processing
of text including making inferences
¢ Assessment questions at this level may include words
such as summarize, interpret, infer, classify, organize,
collect, display, compare, and determine fact or
opinion
¢ Requires application of skills and concepts covered in
Level 1

Source: Ôebb (1999).

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!
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Œ

¢ Requires reasoning, planning, using evidence, and a
higher level of thinking than the previous two levels
¢ Requires an explanation of mental processes
¢ Cognitive demands are complex and abstract
¢ An activity that has more than one possible answer
and requires students to justify the response they
give would most likely be a Level 3
Source: Ôebb (1999).
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!
"
Œ

Level 3 activities include
Ñ drawing conclusions from observations;
Ñ citing evidence and developing a logical argument
for concepts;
Ñ explaining phenomena in terms of concepts; and
Ñ using concepts to solve problems.
Source: Ôebb (1999).
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!
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2 
¢ †o beyond text
¢ Explain, generalize, or connect ideas
¢ More reasoning and planning
¢ Support opinions with evidence from the text
¢ Abstract theme identification, inference across an
entire passage, or application of prior knowledge
Source: Ôebb (1999).
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¢ Requires complex reasoning, planning, developing,
and thinking, most likely over an extended period of
time.
¢ The cognitive demands of the task should be high
and the work should be very complex.
¢ Students should be required to make several
connectionsͶrelate ideas ï
  the content area or
 content areasͶand have to select one
approach among many alternatives on how the
situation should be solved, in order to be at this
highest level.
Source: Ôebb (1999).
 |
 
 
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Level 4 
 activities include
Ñ designing and conducting experiments;
Ñ making connections between a finding and related
concepts and phenomena;
Ñ combining and synthesizing ideas into new
concepts; and
Ñ critiquing experimental designs.
Source: Ôebb (1999).
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Level 4 ! activities include
Ñ analyzing and synthesizing information from
multiple sources;
Ñ Examining and explaining alternative perspectives
across a variety of sources; and
Ñ describing and illustrating how common themes
are found across texts from different cultures.
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¢ Ôhat process will students perform to solve this

problem or answer the question?
¢ Is the problem involving recall?
¢ Is it asking the student to perform basic computation or
another basic skill?
¢ Is the problem multi-step?
¢ Is the student required to justify the answer in some
way?
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¢ lind 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. Ôhat
speed would he have to average to complete the trip
in no more than 50 hours of driving time?
¢ †iven the coordinates for three vertices of a
rectangle, graph the coordinates of the fourth vertex.
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¢ 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 author͛s
opinion on school uniforms? Use evidence
from the passage to support your answer.
 "
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¢ 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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 A Sample Classroom Test Blueprint

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 Ôhere Do Ôe Start?
¢ Create interval tests
Ñ Pretest, 4 ½ week test, Nine Ôeeks͛ Test
Ñ Use Test Item Specifications as examples
¢ Teach students how to answer DOK 2 and 3
questions by modeling using think-alouds
Ñ ͞I do. Ôe do. You do.͟
¢ Add one or two high level questions on class
assignments and homework
¢ Ôhen practicing a skill in class, always post 2
to 3 higher level questions on the chalkboard
for students who finish quickly
¢ Assign a problem of the week
¢ Teach the vocabulary from the test
Ñ Use the Item Test Specification and Practice Tests
to create a vocabulary list
¢ Regular, weekly assessments should require
students to  
!
 !( what they
have learned not recall
¢ †rades students earn should reflect the
performance level descriptors (Advanced,
Proficient, Minimum, and Basic) which are
based on the framework objectives and DOK
levels.
¢ DO NOT PANIC!
Ñ Ôe are in this together. Ôe have survived many
changes in the past. Ôe can survive this one, too.
 Resources
¢ Curriculum lramework
http://wwwmde.k12.ms.us/acad1
¢ Test Blueprints
http://www.mde.k12.ms.us/ACAD/osa/blueprints
¢ Performance Level Descriptors
http://wwwmde.k12.ms.us//ACAD/osa/pld
¢ Test Item Specifications
http://www.mde.k12.ms.us/ACAD/osa/itemspecs
¢ Practice Tests
http://www.mde.k12.ms.us/ACAD/osa/practicetests/