Webb - S DOK Levels Summary

®
SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (WEBB’S DOK™)

SUBJECT
WEBB’S DOK WEBB’S DOK WEBB’S DOK WEBB’S DOK
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Requires students to Requires processing beyond Requires students to go Requires complexity at least at
recall, observe, question, recall and observation. beyond text. Requires students the level of DOK 3 but also an
or represent facts, simple Requires both comprehension to explain, generalize, and extended time to complete the
skills, or abilities. Requires and subsequent processing connect ideas. Involves task, such as conducting a
only surface understanding of text or portions of text. deep inferencing, prediction, research project over many weeks.
English Language Arts
of text, often verbatim recall. Involves ordering, classifying elaboration, and summary. A project that requires extended
text as well as identifying Requires students to support time but repetitive or lower-DOK
patterns, relationships, and positions using prior knowledge tasks is not at Level 4. May
main points. and evidence and to manipulate require generating hypotheses
themes across passages. and performing complex analyses
and connections among texts.
Examples: Examples: Examples: Examples:

• Support ideas by reference • Use context to identify • Determine effect of author’s • Analyze and synthesize
to verbatim (or only slightly unfamiliar words purpose on text elements information from multiple sources
paraphrased) details in text
• Predict a logical outcome • Summarize information from • Examine and explain alternative
• Use a dictionary to find multiple sources perspectives across sources
• Identify and summarize main
meanings of words
points • Critically analyze literature • Describe and illustrate common
• Recognize figurative language themes across a variety of texts
• Apply knowledge of • Compose focused, organized,
in a passage
conventions of standard coherent, purposeful prose • Create compositions that
• Identify correct spelling or American English synthesize, analyze, and evaluate
• Evaluate the internal logic or
meaning of words
• Compose accurate credibility of a message
summaries of the major
events in a narrative
Revised 2017
Copyright (c) 2017 Wisconsin Center For Education Products And Services, Inc. All Rights Reserved. WCEPS offers alignment studies and professional development on Webb’s DOK™.
Please contact us at contracts@wceps.org or 877-249-4211 for more information.
®

SUBJECT
Requires students to recall Requires students to make Requires reasoning, planning, Requires complexity at least at
or observe facts, definitions, decisions on how to approach or use of evidence to solve a the level of DOK 3 but also an
and terms. Includes simple a problem. Requires students problem or algorithm. May extended time to complete the task.
one-step procedures. to compare, classify, organize, involve an activity with more than A project that requires extended
Includes computing simple estimate, or order data. Often one possible answer. Requires time but repetitive or lower-DOK
algorithms (e.g., sum, involves procedures with two conjecture or restructuring of tasks is not at Level 4. Requires
quotient). or more steps. problems. Involves drawing complex reasoning, planning,
conclusions from observations, developing, and thinking. May
Examples: Examples: citing evidence and developing require students to make several
Mathematics
• Recall or recognize a fact, • Specify and explain logical arguments for concepts. connections and apply one
term, or property. relationships between Uses concepts to solve approach among many to solve
facts, terms, properties, non-routine problems. the problem. May involve complex
• Represent in words,
or operations restructuring of data, establishing
pictures, or symbols a math
object or relationship • Select procedure according Examples: and evaluating criteria to solve
• Perform a routine
to criteria and perform it • Formulate original problem, problems.
procedure, such as • Use concepts to solve given situation
measuring routine multiple-step • Formulate mathematical model Examples:
problems. for complex situation • Apply a mathematical model to
• At higher grades, solve
a quadratic equation or a illuminate a problem, situation
• Produce a sound and valid
system of two linear mathematical argument • Conduct a project that specifies a
equations with two problem, identifies solution paths,
• Devise an original proof
unknowns solves the problem, and reports
• Critique a mathematical results
argument
• Design a mathematical model to
inform and solve a practical or
abstract situation
Revised 2017
®

SUBJECT
Requires students to recall Requires students to make Requires students to solve Requires complexity at least at
facts, definitions, or simple some decisions as to how problems with more than one the level of DOK 3 but also an
procedures or processes. to approach the question or possible answer and justify extended time to complete the task.
Involves rote responses, use problem. Involves comparing, responses. Involves aspects of A project that requires extended
of well-known formulae, or classifying, organizing, authentic experimental design time but repetitive or lower-DOK
following a set of clearly estimating, ordering, or processes. Requires drawing tasks is not at Level 4. Requires
defined procedures. displaying data (e.g., tables, conclusions from observations, students to apply one approach
graphs, charts). Typically citing evidence, and developing among many to solve problems.
Examples: involves multiple-step logical arguments for concepts. Involves developing generalizations
• Recall or recognize a fact, procedures. Involves using concepts to from obtained results and
term, structure, or property solve non-routine problems. formulating strategies to solve
• Represent in words or Examples: new problems in a variety of
Science
diagrams a scientific • Specify and explain the Examples: situations.

concept or relationship relationship between facts, • Identify research questions
• Provide or recognize a
terms, properties, or variables and design investigations for a Examples:
• Describe and explain scientific problem • Conduct an investigation, from
standard scientific
representation or simple examples and non-examples • Develop a scientific model for a specifying a problem to designing
phenomenon of science concepts complex situation and carrying out an experiment, to
analyzing its data and formulating
• Perform a grade • Select a procedure according • Draw robust conclusions from conclusions
level-appropriate routine to specified criteria and observations and experimental
procedure, such as perform it data • Analyze the results of multiple
measuring length or studies on a particular science topic
• Organize, represent, and • Cite evidence and develop a
completing a basic to form an original conclusion about
interpret data. logical argument
Punnett square the subject.
• Interpret or explain
• Evaluate strengths and weaknesses
phenomena in terms
of an experimental design and
of science concepts.
develop a revised experimental
• Make basic predictions for design.
cause-and-effect relationships
Revised 2017
®

SUBJECT
Requires students to recall Requires students to compare Requires students to draw Requires complexity at least at the
facts (who, what, when, and or contrast people, places, conclusions, cite evidence, apply level of DOK 3 but also.an extended
where), terms, concepts, events, and concepts; give concepts to new situations; time to complete the task. A project
trends, generalizations, examples, classify or sort use concepts to solve problems, that requires extended time but
and theories. May require items into meaningful analyze similarities and repetitive or lower-DOK tasks is
students to recognize or categories; describe, differences in issues and not at Level 4. May require
identify specific information interpret or explain issues problems; propose and evaluate students to connect and relate
contained in maps, charts, and problems, patterns, solutions; recognize and explain ideas and concepts within and
tables, graphs, drawings, or reasons, causes, effects, misconceptions; make among content areas. May
Social Studies
other graphics. significance or impact, connections and explain main involve analyzing and synthesizing
relationships, and points of concepts. Requires students to information from multiple sources;
Examples: view or processes. justify their arguments through examining and explaining
• Recall or recognize an event, application and evidence. alternative perspectives across
map, or document Examples: a variety of sources; making
• Describe the features of a • Describe the causes/effects Examples: predictions with evidence as
place or people of particular events • Analyze how changes have support; planning and developing
• Identify patterns in events or affected people or places solutions to problems.
• Identify key figures in a
particular context behavior • Apply concepts in other contexts
Examples:
• Categorize events or figures • Form alternate conclusions
into meaningful groupings • Given a situation/problem research,
• Propose and evaluate solutions define and describe the situation/
• Convert information from one to problems problem and provide alternative
form into another solutions
• Recognize misconceptions and
• Explain issues or problems in explain them (in their own words) • Describe, define and illustrate
their own words common social, historical, or
• Make connections across time
and place to explain a concept or geographical themes and how
big idea they interrelate
Revised 2017

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SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (WEBB’S DOK™)

Examples: Examples: Examples: Examples:

SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (WEBB’S DOK™)

SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (WEBB’S DOK™)

diagrams a scientific • Specify and explain the Examples: situations.

SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (WEBB’S DOK™)

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