Transcript 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
Review
Blooms Taxonomy ….
http://www.youtube.com/watch?v=NsBna5IVBYg
According to Seinfeld
Revised Bloom’s Taxonomy
Moodle https://center.ncsu.edu/nc/course/view.php?id=13
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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
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
WEBB’S (DOK)
KEY WORDS
The deeper the level the more complexity of the
question/problem:
Recall: identify, recall, recognize, use, and measure
Skill/Concept: classify, organize, estimate, make
observations, collect and display data, and compare
data
Strategic Thinking: drawing conclusions, citing
evidence, developing a logical argument, explaining
in terms of concepts, and using concepts to solve
problems
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 –
http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=mathematics

NC DigINs -
http://www.classscape.org/ClassScape3/digins/math.jsp
The NEXT Generation Assessments
2012-2013

NC Test Specifications 2012-13
◦ http://www.ncpublicschools.org/acre/assessment/online/

Assessment Samples
◦ NC Education Moodle Course –
TD101A_MATH
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!