2. Why DOK?
The DOK level focuses on how deeply a student needs to understand the content.  
Understanding the DOK level of the standard will help teachers create assessment items that accurately assess the standard at the expected level of rigor.

3. Bloom’s Taxonomy vs. Webb’s Depth of Knowledge
Leadership Academy 09
Bloom’s Taxonomy vs Webb’s Depth of Knowledge
In Ohio’s 2002 Standards, Bloom’s Taxonomy was helpful to identify the level of rigor.
Teachers were encouraged to pay attention to verbs to identify the level of cognitive complexity.
4th Grade: Identify examples of cause and effect.
6th Grade: Analyze examples of cause and effect.
Identify
cause and effect
Analyze
cause and effect
DCS/Meade

4. It’s NOT just 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.

5. Same Verb – 3 Different DOK Levels
What comes after the verb is more important than the verb itself.
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)

6. DOK is about complexity DOK is not about difficulty
The intended student learning outcome determines the DOK level.
Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.

7. DOK 1

8. DOK 2

9. DOK 3

10. DOK 4

11. When Students Truly “Understand”
Can explain
Can interpret
Can apply
Can empathize
Have perspective
Have self-knowledge