Norman Webb’s Depth of Knowledge (DOK)

Revised Bloom’s Taxonomy
Webb’s Depth of Knowledge
Carteret County 2012
Common Core and Essential Standards Training
Blooms Taxonomy ….
According to Seinfeld
Revised Bloom’s Taxonomy
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 Opening
( 28 seconds )
 Introducing
Dr. Anderson ( 36 minutes )
 The Purpose of Objectives ( 21 minutes )
This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
Author: Samantha Penney, [email protected]
Courtesy of Deeann Rosen
Norman Webb’s
Depth of Knowledge (DOK)
Depth of Knowledge Levels (1997)
Recall or basic recognition of a fact,
information, concept, or procedure
Basic Application of Skill/Concept
Use of information, conceptual
knowledge, follow or select appropriate
procedures, two or more steps with
decision points along the way, routine
problems, organize/display data
Strategic Thinking
Requires reasoning – developing a plan or
sequence of steps to approach problem;
requires some decision making and
justification; abstract and complex; often
more than one possible answer
Extended Thinking
An investigation or application to real
world; requires time to research,
think, and process multiple
conditions of the problem or task;
non-routine manipulations, across
disciplines/content areas/multiple sources
The deeper the level the more complexity of the
Recall: identify, recall, recognize, use, and measure
Skill/Concept: classify, organize, estimate, make
observations, collect and display data, and compare
Strategic Thinking: drawing conclusions, citing
evidence, developing a logical argument, explaining
in terms of concepts, and using concepts to solve
Extended Thinking: designing and conducting
experiments, making connections between a
finding and related concepts, combining and
synthesizing ideas into new concepts, and
critiquing experimental designs
Mathematical Complexity:
Deals with what the students are asked to
do in a task.
◦ It does NOT take into account how they might
undertake it
◦ It is NOT directly related to its format (multiple
choice, short constructed response, or extended
constructed response)
◦ The ordering is NOT intended to imply that
mathematics is learned or should be taught in
such an ordered way.
National Assessment of
Educational Progress (NAEP)
Low complexity – student to recall a property
 Moderate complexity – student to make a
connection between two properties
 High complexity – student to analyze the
assumptions made in a mathematical model
Important Sites to visit:
 NAEP Question Tools –
NC DigINs -
The NEXT Generation Assessments
NC Test Specifications 2012-13
Assessment Samples
◦ NC Education Moodle Course –
Level I - RECALL
Level II – Skill/Concept
Level III – Strategic Thinking
Level IV (Gr. 4) – Extended Thinking
The Level IS Right
Let’s play a game!

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