Webb's Depth of Knowledge
Examine the diagram below concerning Webb's Depth of Knowledge (DOK). If the document is not showing up for you, please click here.
Below is another document that gives a nice overview of what Webb's Depth of Knowledge is as well as giving specific activities and suggestions for each level. This document describes Webb's DOK as follows:
"Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments. Since then the process and criteria have demonstrated application to reviewing
curricular alignment as well. This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response. Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task. It should be noted that the term knowledge, as it is used here, is intended to broadly encompass all forms of knowledge (i.e. procedural, declarative, etc.)."
Webb's DOK can be used to classify learning objectives/targets as well as classify assessment tasks and questions. Please look at pages 7-13 of the document below to look at specific products, roles, and activities for each level. If you are having trouble viewing the document below, please click here.
"Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments. Since then the process and criteria have demonstrated application to reviewing
curricular alignment as well. This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response. Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task. It should be noted that the term knowledge, as it is used here, is intended to broadly encompass all forms of knowledge (i.e. procedural, declarative, etc.)."
Webb's DOK can be used to classify learning objectives/targets as well as classify assessment tasks and questions. Please look at pages 7-13 of the document below to look at specific products, roles, and activities for each level. If you are having trouble viewing the document below, please click here.
DISCUSS:
1. How is Webb's DOK similar to and different from Bloom's Taxonomy?
2. Read the following learning target:
I can create a scale model of the human eye that includes all major structures.
What level would this be on Bloom's Taxonomy? On Webb's DOK? Justify your answers to the members of your group.
3. Read the following statement about Webb's DOK:
Webb’s Depth of Knowledge challenges us to dig deeper beyond the verb and into the thinking process to expand student learning.
Think of a learning target/objective that you use in your classroom. Revise it in terms of Webb's Depth of Knowledge, thinking about how the target addresses not only the "what" of the content but also the "how" of student learning.
1. How is Webb's DOK similar to and different from Bloom's Taxonomy?
2. Read the following learning target:
I can create a scale model of the human eye that includes all major structures.
What level would this be on Bloom's Taxonomy? On Webb's DOK? Justify your answers to the members of your group.
3. Read the following statement about Webb's DOK:
Webb’s Depth of Knowledge challenges us to dig deeper beyond the verb and into the thinking process to expand student learning.
Think of a learning target/objective that you use in your classroom. Revise it in terms of Webb's Depth of Knowledge, thinking about how the target addresses not only the "what" of the content but also the "how" of student learning.