{"CFDocument":{"identifier":"b7bc9d8c-cb5f-4dc8-96da-13ce635053d1","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFDocuments/b7bc9d8c-cb5f-4dc8-96da-13ce635053d1","creator":"Norm Webb","title":"Norm Webb's Depth of Knowledge [DOK] Levels of Cognitive Difficulty","lastChangeDateTime":"2021-05-28T01:10:01+00:00","publisher":"Smarter Balanced Assessment Consortium"},"CFItems":[{"identifier":"a82daaa7-8407-405b-9fbe-8a2a005ba01b","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/a82daaa7-8407-405b-9fbe-8a2a005ba01b","fullStatement":"Reading","lastChangeDateTime":"2019-04-27T10:42:21+00:00"},{"identifier":"4eeaffbb-bace-4290-871b-ddae69322e81","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/4eeaffbb-bace-4290-871b-ddae69322e81","fullStatement":"Writing","lastChangeDateTime":"2019-04-27T10:42:21+00:00"},{"identifier":"3e84e736-c5e2-48ec-8b6c-1c052d068f2c","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/3e84e736-c5e2-48ec-8b6c-1c052d068f2c","fullStatement":"Math","lastChangeDateTime":"2019-04-27T10:42:21+00:00"},{"identifier":"9806439c-68d8-11e9-89f3-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/9806439c-68d8-11e9-89f3-0242ac120002","fullStatement":"Listening","lastChangeDateTime":"2019-04-27T10:42:21+00:00"},{"identifier":"e673bfdc-68d8-11e9-82a6-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/e673bfdc-68d8-11e9-82a6-0242ac120002","fullStatement":"Research","lastChangeDateTime":"2019-04-27T10:42:21+00:00"},{"identifier":"22b20af8-68d9-11e9-b3a2-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/22b20af8-68d9-11e9-b3a2-0242ac120002","fullStatement":"Speaking","lastChangeDateTime":"2019-04-27T10:42:36+00:00"},{"identifier":"c938b823-f89c-49cf-9f69-810a78fbc7e0","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/c938b823-f89c-49cf-9f69-810a78fbc7e0","fullStatement":"Recall includes the recall of information such as fact, definition, term, or a simple procedure, as well as performing a simple algorithm or  applying a formula. That is, in mathematics a one-step, well-defined, and straight algorithmic procedure should be included at this lowest level. Other  key words that signify a Level 1 include \"identify,\" \"recall,\" \"recognize,\" \"use,\" and \"measure.\" Verbs such as \"describe\" and \"explain\" could be  classified at different levels depending on what is to be described and explained.","humanCodingScheme":"M-DOK1","abbreviatedStatement":"Level 1: Recall and Reproduction","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"07a6fdcc-d644-4a3d-bd79-30167cb3879c","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/07a6fdcc-d644-4a3d-bd79-30167cb3879c","fullStatement":"Skill/Concept includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known algorithm, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords that generally distinguish a Level 2 item include \"classify,\" \"organize,\" \"estimate,\" \"make observations,\" \"collect and display data,\" and \"compare data.\" These actions imply more than one step. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Some action verbs, such as \"explain,\" \"describe,\" or \"interpret\" could be classified at different levels depending on the object of the action. For example, if an item required students to explain how light affects mass by indicating there is a relationship between light and heat, this is considered a Level 2. Interpreting information from a simple graph, requiring reading information from the graph, also is a Level 2. Interpreting information from a complex graph that requires some decisions on what features of the graph need to be considered and how information from the graph can be aggregated is a Level 3. Caution is warranted in interpreting Level 2 as only skills because some reviewers will interpret skills very narrowly, as primarily numerical skills, and such interpretation excludes from this level other skills such as visualization skills and probability skills, which may be more complex simply because they are less common. Other Level 2 activities include explaining the purpose and use of experimental procedures; carrying out experimental procedures; making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in tables, graphs, and charts.","humanCodingScheme":"M-DOK2","abbreviatedStatement":"Level 2: Skills and Concepts","lastChangeDateTime":"2017-11-13T23:23:49+00:00"},{"identifier":"b6ee7edb-baae-4aa7-a7d2-bbf36ab81e42","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/b6ee7edb-baae-4aa7-a7d2-bbf36ab81e42","fullStatement":"Strategic Thinking requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain their thinking is a Level 3. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are complex and abstract. The complexity does not result from the fact that there are multiple answers, a possibility for both Levels 1 and 2, but because the task requires more demanding reasoning. An activity, however, that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve problems.","humanCodingScheme":"M-DOK3","abbreviatedStatement":"Level 3: Strategic Thinking","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"b3f583a0-3bff-4e4a-8141-8c48442073fe","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/b3f583a0-3bff-4e4a-8141-8c48442073fe","fullStatement":"Extended Thinking requires complex reasoning, planning, developing, and thinking most likely over an extended period of time. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. For example, if a student has to take the water temperature from a river each day for a month and then construct a graph, this would be classified as a Level 2. However, if the student is to conduct a river study that requires taking into consideration a number of variables, this would be a Level 4. At Level 4, the cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections-relate ideas within the content area or among content areas-and have to select one approach among many alternatives on how the situation should be solved, in order to be at this highest level. Level 4 activities include designing and conducting experiments; making connections between a finding and related concepts and phenomena; combining and synthesizing ideas into new concepts; and critiquing experimental designs.","humanCodingScheme":"M-DOK4","abbreviatedStatement":"Level 4: Extended Thinking","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"a7e90f3c-53b8-4560-8935-f0c7fe5d0d67","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/a7e90f3c-53b8-4560-8935-f0c7fe5d0d67","fullStatement":"Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex synthesis or analysis but basic ideas. The students are engaged in listing ideas or words as in a brainstorming activity prior to written composition, are engaged in a simple spelling or vocabulary assessment or are asked to write simple sentences. Students are expected to write and speak using Standard English conventions. This includes using appropriate grammar, punctuation, capitalization and spelling.","humanCodingScheme":"W-DOK1","abbreviatedStatement":"Level 1: Recall and Reproduction","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"14b07bdb-0095-4ef6-8b1c-da446d95af1a","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/14b07bdb-0095-4ef6-8b1c-da446d95af1a","fullStatement":"Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For example, students may be engaged in note-taking, outlining or simple summaries. Text may be limited to one paragraph. Students demonstrate a basic understanding and appropriate use of such reference materials as a dictionary, thesaurus, or web site.","humanCodingScheme":"W-DOK2","abbreviatedStatement":"Level 2: Skills and Concepts","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"c13d16c9-b5ef-4f35-86e1-c12ceb9e3207","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/c13d16c9-b5ef-4f35-86e1-c12ceb9e3207","fullStatement":"Level 3 requires some higher level mental processing. Students are engaged in developing compositions that include multiple paragraphs. These compositions may include complex sentence structure and may demonstrate some synthesis and analysis. Students show awareness of their audience and purpose through focus, organization and the use of appropriate compositional elements. The use of appropriate compositional elements includes such things as addressing chronological order in a narrative or including supporting facts and details in an informational report. At this stage students are engaged in editing and revising to improve the quality of the composition.","humanCodingScheme":"W-DOK3","abbreviatedStatement":"Level 3: Strategic Thinking","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"859f7d01-7805-46d5-aed3-1af48b4e5ac0","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/859f7d01-7805-46d5-aed3-1af48b4e5ac0","fullStatement":"Higher-level thinking is central to Level 4. The standard at this level is a multi- paragraph composition that demonstrates synthesis and analysis of complex ideas or themes. There is evidence of a deep awareness of purpose and audience. For example, informational papers include hypotheses and supporting evidence. Students are expected to create compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas and themes.","humanCodingScheme":"W-DOK4","abbreviatedStatement":"Level 4: Extended Thinking","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"980676aa-68d8-11e9-b220-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/980676aa-68d8-11e9-b220-0242ac120002","fullStatement":"Level 1 requires students to receive or recite facts or to use simple skills or abilities. Basic comprehension of a read text is included. Items require only a shallow understanding of an audio presentation and often consist of verbatim recall or simple understanding of a single word or phrase. Some examples that represent but do not constitute all of Level 1 performance are:\r\n\r\n-   Support ideas by reference to details in a presentation.\r\n\r\n-   Identify the claim being made by a speaker in a presentation","humanCodingScheme":"L-DOK1","listEnumeration":"1","abbreviatedStatement":"Level 1: Recall and Reproduction","lastChangeDateTime":"2019-04-27T10:39:35+00:00"},{"identifier":"73815371-8cd5-4d68-b921-38bb28c8b041","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/73815371-8cd5-4d68-b921-38bb28c8b041","fullStatement":"Level 1 requires students to receive or recite facts or to use simple skills or abilities. Oral reading that does not include analysis of the text as well as basic comprehension of a text is included. Items require only a shallow understanding of text presented and often consist of verbatim recall from text or simple understanding of a single word or phrase.","humanCodingScheme":"R-DOK1","listEnumeration":"1","abbreviatedStatement":"Level 1: Recall and Reproduction","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"e673f380-68d8-11e9-adbb-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/e673f380-68d8-11e9-adbb-0242ac120002","fullStatement":"Not applicable: Claim 4 (Research) items are all at DOK 2 or above.","humanCodingScheme":"RE-DOK1","listEnumeration":"1","abbreviatedStatement":"Level 1: Recall and Reproduction","lastChangeDateTime":"2019-04-27T10:41:23+00:00"},{"identifier":"22b24018-68d9-11e9-8f22-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/22b24018-68d9-11e9-8f22-0242ac120002","fullStatement":"Level 1: Recall and Reproduction","humanCodingScheme":"S-DOK1","listEnumeration":"1","lastChangeDateTime":"2019-04-27T10:43:10+00:00"},{"identifier":"98089de0-68d8-11e9-8de0-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/98089de0-68d8-11e9-8de0-0242ac120002","fullStatement":"Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of a read text or portions of that text. Intersentence analysis of inference is required. Some important concepts are covered but not in a complex way. Standards and items at this level may include words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion. A Level 2 assessment item may require students to apply some of the skills and concepts that are covered in Level 1. Some examples that represent but do not constitute all of Level 2 performance are: \r\n\r\n-   Interpret the key points or central idea of a presentation.\r\n\r\n-   Predict a logical outcome based on information in a presentation.\r\n\r\n-   Make an inference or support a conclusion based on evidence in a presentation.","humanCodingScheme":"L-DOK2","listEnumeration":"2","abbreviatedStatement":"Level 2: Skills and Concepts","lastChangeDateTime":"2019-04-27T10:39:53+00:00"},{"identifier":"4f54ea14-9018-4551-8997-6370f15bbd19","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/4f54ea14-9018-4551-8997-6370f15bbd19","fullStatement":"Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of text or portions of text. Intersentence analysis of inference is required. Some important concepts are covered but not in a complex way. Standards and items at this level may include words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion. Literal main ideas are stressed. A Level 2 assessment item may require students to apply some of the skills and concepts that are covered in Level 1.","humanCodingScheme":"R-DOK2","listEnumeration":"2","abbreviatedStatement":"Level 2: Skills and Concepts","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"e6761052-68d8-11e9-8be7-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/e6761052-68d8-11e9-8be7-0242ac120002","fullStatement":"Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of source materials used for research or portions of those sources. Some important concepts are covered but not in a complex way. Standards and items at this level may include words such as interpret, integrate, paraphrase, organize, compare, support, and distinguish between fact or opinion. Some examples that represent but do not constitute all of Level 2 performance are: \r\n\r\n-   Locate information within and among sources to support central ideas and key details that are provided.\r\n\r\n-   Distinguish relevant/irrelevant information.\r\n\r\n-   Use evidence to determine the credibility and accuracy of sources in order to gather and select information to support research.\r\n\r\n-   Cite evidence from a source to support opinions, ideas, or claims.","humanCodingScheme":"RE-DOK2","listEnumeration":"2","abbreviatedStatement":"Level 2: Skills and Concepts","lastChangeDateTime":"2019-04-27T10:41:39+00:00"},{"identifier":"22b47c52-68d9-11e9-9578-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/22b47c52-68d9-11e9-9578-0242ac120002","fullStatement":"Level 2: Skills and Concepts","humanCodingScheme":"S-DOK2","listEnumeration":"2","lastChangeDateTime":"2019-04-27T10:43:18+00:00"},{"identifier":"980ea686-68d8-11e9-b62c-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/980ea686-68d8-11e9-b62c-0242ac120002","fullStatement":"Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the read text; however, they are still required to show understanding of the ideas in the text. Students may be encouraged to explain, generalize, or connect ideas. Standards and items at Level 3 involve reasoning and planning. Students must be able to support their thinking. Items may involve abstract theme identification, inference across an entire presentation, or students\u2019 application of prior knowledge. Some examples that represent but do not constitute all of Level 3 performance are: \r\n\r\n-   Determine the speaker\u2019s purpose and describe how it affects the interpretation of a presentation.\r\n\r\n-   Determine the credibility/reliability of a speaker and the evidence used in a presentation.\r\n\r\n-   Analyze the rhetorical devices used by a speaker during the course of a presentation.","humanCodingScheme":"L-DOK3","listEnumeration":"3","abbreviatedStatement":"Level 3: Strategic Thinking","lastChangeDateTime":"2019-04-27T10:40:11+00:00"},{"identifier":"dbe2c246-4427-4fb4-a54a-9873849bb721","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/dbe2c246-4427-4fb4-a54a-9873849bb721","fullStatement":"Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the text; however, they are still required to show understanding of the ideas in the text. Students may be encouraged to explain, generalize, or connect ideas. Standards and items at Level 3 involve reasoning and planning. Students must be able to support their thinking. Items may involve abstract theme identification, inference across an entire passage, or students\u2019 application of prior knowledge. Items may also involve more superficial connections between texts.","humanCodingScheme":"R-DOK3","listEnumeration":"3","abbreviatedStatement":"Level 3: Strategic Thinking","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"e67c190c-68d8-11e9-b238-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/e67c190c-68d8-11e9-b238-0242ac120002","fullStatement":"Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the source material used for research; however, they are still required to show understanding of the ideas in the source(s). Students may be encouraged to explain, analyze, assess, generalize, or connect ideas. Standards and items at Level 3 involve reasoning and planning. Students must be able to support their thinking. Items may involve inference across an entire source or multiple sources. Some examples that represent but do not constitute all of Level 3 performance are: \r\n\r\n-   Analyze information within and among multiple sources of information (print and non-print texts, data sets, conducting procedures, etc.).\r\n\r\n-   Analyze digital and print sources in order to locate relevant information to support research.\r\n\r\n-   Use evidence to assess the credibility and accuracy of multiple sources in order to gather and select information to support analysis and research.\r\n\r\n-   Use evidence to support opinions, ideas or arguments based on evidence collected from multiple sources.","humanCodingScheme":"RE-DOK3","listEnumeration":"3","abbreviatedStatement":"Level 3: Strategic Thinking","lastChangeDateTime":"2019-04-27T10:41:54+00:00"},{"identifier":"22ba8534-68d9-11e9-8d6a-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/22ba8534-68d9-11e9-8d6a-0242ac120002","fullStatement":"Level 3: Strategic Thinking","humanCodingScheme":"S-DOK3","listEnumeration":"3","lastChangeDateTime":"2019-04-27T10:43:27+00:00"},{"identifier":"9815301e-68d8-11e9-9eab-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/9815301e-68d8-11e9-9eab-0242ac120002","fullStatement":"Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. Students take information from at least one presentation and are asked to apply this information to a new task. They may also be asked to develop hypotheses and perform complex analyses of read texts. Some examples that represent but do not constitute all of Level 4 performance are: \r\n\r\n-   Analyze and synthesize information from multiple sources.\r\n\r\n-   Examine and explain alternative perspectives across a variety of sources.\r\n\r\n-   Integrate content from a presentation with material external to a presentation.","humanCodingScheme":"L-DOK4","listEnumeration":"4","abbreviatedStatement":"Level 4: Extended Thinking","lastChangeDateTime":"2019-04-27T10:40:25+00:00"},{"identifier":"8be19297-c932-469b-9f09-8669d31be5f9","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/8be19297-c932-469b-9f09-8669d31be5f9","fullStatement":"Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. Students take information from at least one passage and are asked to apply this information to a new task. They may also be asked to develop hypotheses and perform complex analyses of the connections among texts.","humanCodingScheme":"R-DOK4","listEnumeration":"4","abbreviatedStatement":"Level 4: Extended Thinking","lastChangeDateTime":"2017-05-05T02:22:50+00:00"},{"identifier":"e6829016-68d8-11e9-ad16-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/e6829016-68d8-11e9-ad16-0242ac120002","fullStatement":"Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. Students take information from at least one source used for research and are asked to apply this information to a new task. They may also be asked to perform complex analyses of multiple sources. Some examples that represent but do not constitute all of Level 4 performance are: \r\n\r\n-   Analyze and synthesize information from multiple sources.\r\n\r\n-   Use reasoning and evidence to evaluate the credibility and accuracy of multiple sources in order to gather and select information to support analysis and research.\r\n\r\n-   Use evidence drawn from multiple sources to support opinions, arguments, ideas, or analyses.","humanCodingScheme":"RE-DOK4","listEnumeration":"4","abbreviatedStatement":"Level 4: Extended Thinking","lastChangeDateTime":"2019-04-27T10:42:11+00:00"},{"identifier":"22c11084-68d9-11e9-8c02-0242ac120002","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/22c11084-68d9-11e9-8c02-0242ac120002","fullStatement":"Level 4: Extended Thinking","humanCodingScheme":"S-DOK4","listEnumeration":"4","lastChangeDateTime":"2019-04-27T10:43:35+00:00"}],"CFAssociations":[{"identifier":"35a9776e-79c1-401d-a827-941556a5a035","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFAssociations/35a9776e-79c1-401d-a827-941556a5a035","lastChangeDateTime":"2019-04-27T10:38:28+00:00","sequenceNumber":1,"originNodeURI":{"title":"Reading","identifier":"a82daaa7-8407-405b-9fbe-8a2a005ba01b","uri":"https://case.smarterbalanced.org/ims/case/v1p0/CFItems/a82daaa7-8407-405b-9fbe-8a2a005ba01b"},"associationType":"isChildOf","destinationNodeURI":{"title":"Norm Webb's Depth of Knowledge [DOK] Levels of Cognitive 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