D.O.K.: What Is It?
Written by: Dr. Michelle Grewe
Key Takeaways
- D.O.K. is a framework to help learners move from simple, surface-level thinking to deeper analysis.
- D.O.K. is not tied to time involved or technology used.
All students should have multiple opportunities to interact with learning and thinking at all four levels.
Table of Contents
Depth of Knowledge (D.O.K.): What is it? Why does it matter? Why has it been added to the already full plates of educators?
To be honest, I didn’t really give D.O.K. much credit. Like many educators, it felt like it would be more work, harder assignments, and jamming more into a school day. Like many times before in my career, the adopted D.O.K. jargon kept appearing but lacked clear explanations. Clarity precedes competence, and without clarity, it was difficult for me to want to put forth much effort to categorize student tasks according to the complexity of required thought.
This was my story until two things occurred. First, our corporation adopted Professional Learning Communities (PLCs) as our curriculum framework and started the process of addressing the question, “What do we want students to know?”
We spent large amounts of time deconstructing the (then new) more rigorous standards. Wow! Not all standards are created equally! Then, Indiana switched their state assessment from ISTEP+ to ILEARN, a computer adaptive test (CAT), that adjusts in difficulty while remaining consistent with D.O.K. levels for students. It then became clear I needed to dig in and increase my understanding.
What is it?
Norman Webb’s D.O.K. is a framework designed to support how educators design tasks to move students beyond surface-level thinking with correlations to how extensively students share their knowledge and thinking. It gives educators a process and criteria as they work to align standards and standardized assessments. And, something I appreciate, gives educators a common language to address rigor. The framework divides the required amount of student thinking into four levels. Though the categories are labeled 1 to 4, they are not linear and should not be interpreted as steps. In other words, a student does not need to start at level 1 and go sequentially to level 4. Sometimes a Level 3 task can give students the motivation for the upcoming learning to happen at Levels 1 and 2.
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D.O.K 1 |
Knowledge Acquisition
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Which of these events happened first in the lives of the characters?
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D.O.K 2 |
Knowledge Application
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Then a slow, black cloud rose from the caverns and ascended into the heavens. Which of the dictionary definitions below of issue BEST fits the way the word is used in the sentence above?
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If there is only one correct answer, it is probably level DOK 1 or DOK 2. DOK 1: You either know it (can recall it, locate it, do it) or you don’t. A computer could likely be able to grade the work. DOK 2: Apply one concept, then make a decision before applying a second concept. Evaluate how something functions or is used.
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D.O.K 3 |
Knowledge Analysis
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The narrator of the novel makes numerous comments that hint at the outcome of the story. Give one example of a statement that suggests the outcome of the story. Then explain how the chosen example helps a reader predict the story’s outcome. |
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D.O.K 4 |
Knowledge Augmentation
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If more than one solution/approach, requiring evidence, it is DOK 3 or 4. DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning). Requires an element of planning before solving DOK 4: Includes all of 3 and the use of multiple sources or texts. Addresses how else or what else.
Some overarching information about the topic includes:
- D.O.K. is not the same as difficulty. Difficulty refers to how many students can complete the given task completely. It addresses easy vs hard. D.O.K. refers to what kind of thinking is required and the extent they are to show what they’ve learned. It addresses simple vs complex. Complicated and complex are two different concepts not to be used interchangeably. In one of our first professional learning events, the staff did a very simple pre- and post-activity DOK activity.
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Initial Thoughts |
Ending Thoughts |
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What is DOK? |
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Why is DOK important for our students? |
Though a basic activity, what became clear was the tendency to confuse the two classifications of difficulty levels and D.O.K. Grasping the distinction between the two classifications is a great first step in diving into greater understanding. IDOE Specs: This 6-minute video shows you an amazing resource provided on the IDOE website to help educators dig into D.O.K. and difficulty for standards in grades 3-8. The information is valuable, however, for all grade level teachers seeking a better understanding.
- D.O.K. levels are not automatically increased by just adding technology. In a time where virtual learning and the use of technology are becoming increasingly more popular this message needs to be clear. The assigned task may add a level of difficulty and increased time, but D.O.K. is about the level of thinking required and the explanation of what was learned. For example, a student may create a slideshow which requires technical skills and extended time, but if they simply copy and paste information onto the slides the work is still at a D.O.K. 1.
- D.O.K. levels are not intended to be used in equal amounts. Educators are advised to live in Levels 2 and 3 and visit Levels 1 and 4. D.O.K. Levels 1 and 2 are expected to appear more in the lower grade-level standards due to the nature of the tasks required by the standards. Students do need practice in all four levels of thinking in order to prepare for real-world success, just not in equal amounts.
D.O.K. is not just about giving tasks that take more time. Educators often love doing units and projects and link them with being more complex tasks. This misunderstanding also applies to believing adding more problems to an assignment increases the challenge for students. But, repeating lower-level tasks over and over is still just doing lower-level tasks. <li”>D.O.K. is for ALL students regardless of any demographic category. The levels will likely look different at different grade levels. Also, levels of difficulty can (and often should) be adjusted with the assignment. In the end, the time and energy put into the processes of separating difficulty from Depth of Knowledge; understanding the intended range of rigor in standards through the deconstruction process; and seeking alignment of questions, lessons, projects, and tests has led me to my current understanding of D.O.K.
My biggest takeaway has been understanding the intentionality required by educators to provide all students with opportunities to think critically on a regular basis. It is hard work, but Webb’s framework provides a tool educators can use to collaborate and organize tasks in a helpful and organized manner.
Adopting D.O.K. in the classroom not only requires teachers to first deeply understand it, but also to apply it in a way that sparks critical thought. More particularly, the ways in which you provide direction are extremely powerful in how students will receive the prompt or assignment. While the language you carefully select can prompt different levels of D.O.K., the framework itself is nuanced.
Depth of Knowledge: It Is Not just about the Verb
As an educator, I am happy to grab tools that help simplify my work and (hopefully) save me time. In fact, making those tools is something I myself love to do! As such, I have collected several versions of graphics that put verbs into categories to support educators in their attempt to determine the Depth of Knowledge (D.O.K.) of a task. However, D.O.K. is about the critical thinking required by the student and not about the verbs on a chart. The verb itself does not determine the D.O.K. We must focus instead on what comes after the verb to discover the mental processing and the context in which students communicate their thinking. I know, I know, why can’t anything just be easy!
Let me illustrate my point using the verb identify being used in four different D.O.K. levels. Based on what follows the verb, what D.O.K. levels (1-4) would you assign each?
A.) Students will identify interrelationships (themes, ideas, concepts) developed in more than one literary work.
B.) Students will identify essential information needed to accomplish a task.
C.) Students will identify the appropriateness of an argument using supporting evidence.
D.) Students will identify information in a passage that is supported by a fact.
Answers: A = 4 B = 1 C = 3 D = 2
How did you do? Let’s try another one using the verb create. Based on what follows the verb, what D.O.K. levels (1-4) would you assign each?
A.) Create a list of spelling words.
B.) Create an original music score in the style of Bach.
C.) Create a similar math problem.
D.) Create an argument on how the character grows throughout the novel.
Answers: A = 1 B = 4 C = 2 D = 3
It’s not the verb. It’s not the tool. Neither will replace the messy process one must go through to develop an understanding of the different ways to interact with content.
D.O.K. is a complicated topic where a quick and easy fix is not going to happen, but all students can and should have access to an education that includes all 4 levels. Why? Each level is an essential piece in a student’s ability to learn and develop critical thinking skills which can help throughout their lives.
“All students can and should have access to an education that includes all 4 levels. Why? Each level is an essential piece in a student’s ability to learn and develop critical thinking skills which can help throughout their lives.
Depth of Knowledge: What is my Current Status?
Now that you understand what Depth of Knowledge (D.O.K.) is and isn’t and you know there are no quick answers or graphics to categorize according to the 4 levels, what might you do next? Below are some suggestions to help with your process without requiring a large time commitment. Please, don’t get stuck determining an exact level for each task you assign. Instead, focus on exposing students to a variety of levels. Be intentional.
To better understand the four levels, watch DOK Fork 2, a 4-minute video using a fork to go through Levels 1 – 4.
1. Self-Check.
Keep tally marks on a basic table to track the levels of asked questions, assigned homework and classwork, and projects.
It is common to struggle to classify a task between two different levels. One approach to work through this is to engage in conversations with a peer in an attempt to reach a consensus. Also, common advice is to round up to the higher level when in doubt.
Here is a flowchart created by Tracy Watanabe to help with categorizing D.O.K. levels. This is not intended to work in every situation.
There is no magical distribution of the levels. I have found that being told I have to do a certain number of something is too confining and not being told a certain number is too loose. Within this topic, the best answer to how many tasks at each level should be taught is based on your professional judgment, combined with knowing all students deserve to have access to all 4 levels.
Spend time analyzing your results, then consider redesigning the work to a different D.O.K. level if needed.
2. List Lessons.
Take time to list specific lessons you currently use at each DOK level. DOK Lessons
3. Ask Questions.
Keep a list of the questions below in an area you frequently visit. The goal is to keep active the process of becoming more D.O.K. informed and intentional.
- What level of work are the students most commonly required to perform?
- What is the complexity of the task(s) rather than the difficulty?
- What are the skills and knowledge students will need to have to complete the task(s)?
- Do I hit all levels of D.O.K. for all students?
- What levels are indicated in the standards by the tasks demanded?
- At what DOK level do I spend most of my instructional time with students?
- Are all DOK levels equally important?
- Have my lessons, projects, tests, etc. changed to align with the latest Indiana Academic Standards?
- What barriers keep me from creating lessons with deeper thought processes?
There is no formulaic guide to the process and self-assessment of this professional learning. It is a growing process that takes time and practice. To be clear, the work is hard. If you need someone to give you some basic starting steps, I would suggest:
- Start with the standard and identify the D.O.K. of the standard.
- Design questions, tasks, and assessments that align with step 1.
- Address difficulty levels within step 2 to differentiate for student needs.
Depth of Knowledge: What is my Current Status?
Now that you understand what Depth of Knowledge (D.O.K.) is and isn’t and you know there are no quick answers or graphics to categorize according to the 4 levels, what might you do next? Below are some suggestions to help with your process without requiring a large time commitment. Please, don’t get stuck determining an exact level for each task you assign. Instead, focus on exposing students to a variety of levels. Be intentional.
To better understand the four levels, watch DOK Fork 2, a 4-minute video using a fork to go through Levels 1 – 4.
1. Self-Check.
Keep tally marks on a basic table to track the levels of asked questions, assigned homework and classwork, and projects.
It is common to struggle to classify a task between two different levels. One approach to work through this is to engage in conversations with a peer in an attempt to reach a consensus. Also, common advice is to round up to the higher level when in doubt.
Here is a flowchart created by Tracy Watanabe to help with categorizing D.O.K. levels. This is not intended to work in every situation.
There is no magical distribution of the levels. I have found that being told I have to do a certain number of something is too confining and not being told a certain number is too loose. Within this topic, the best answer to how many tasks at each level should be taught is based on your professional judgment, combined with knowing all students deserve to have access to all 4 levels.
Spend time analyzing your results, then consider redesigning the work to a different D.O.K. level if needed.
2. List Lessons.
Take time to list specific lessons you currently use at each DOK level. DOK Lessons
3. Ask Questions.
Keep a list of the questions below in an area you frequently visit. The goal is to keep active the process of becoming more D.O.K. informed and intentional.
- What level of work are the students most commonly required to perform?
- What is the complexity of the task(s) rather than the difficulty?
- What are the skills and knowledge students will need to have to complete the task(s)?
- Do I hit all levels of D.O.K. for all students?
- What levels are indicated in the standards by the tasks demanded?
- At what DOK level do I spend most of my instructional time with students?
- Are all DOK levels equally important?
- Have my lessons, projects, tests, etc. changed to align with the latest Indiana Academic Standards?
- What barriers keep me from creating lessons with deeper thought processes?
There is no formulaic guide to the process and self-assessment of this professional learning. It is a growing process that takes time and practice. To be clear, the work is hard. If you need someone to give you some basic starting steps, I would suggest:
- Start with the standard and identify the D.O.K. of the standard.
- Design questions, tasks, and assessments that align with step 1.
- Address difficulty levels within step 2 to differentiate for student needs.
Depth of Knowledge: Assessments
Aligning assessments under the D.O.K. framework is complex. However, ensuring your assessments align with your teaching format will enrich students’ learning experience.
Ask yourself, “How well do your assessments align with what you’ve asked students to do in the classroom?” Aligning the Depth of Knowledge (D.O.K.) of assessments with the D.O.K. of teaching is an important part of the process. We don’t want to confuse ourselves by looking at assessment data that comes from tasks that demand a lower D.O.K. level than the level required by the standard and/or of what we taught. We want to assess at the level of rigor the standard is written to address. But how? You don’t have to throw out all the hard work that you’ve already done or learn any new fancy kinds of test writing tricks. Let me share a few tips below.
D.O.K. and Google Forms will take you to samples of what I am describing and further your understanding.
Google Forms allows you to level up your D.O.K. when you apply different question types. The options to choose from are:
- Short Answer or Paragraph (autograde is possible, but must match)
- Multiple Choice (T/F or selections) – One answer
- Checkboxes (multiple answers, check all that apply)
- Dropdown is great for long lists of possible answers
- File Upload gives students ability to upload a file
- Linear Scale categorizes answers (T/F or category)
- Multiple Choice Grid – one answer per row
- Checkbox Grid – multiple answers per row
1. True and False.
To increase the rigor, require students to rewrite any false choices as true statements, which requires them to demonstrate a true understanding of the content. Also, consider having students identify page numbers/paragraph numbers where the answer can be found.
2. Captions.
Supply an image. Students add speech or thought bubbles to go with the image. Thinking from a different perspective raises it to a DOK 2. Students next justify their thoughts for a DOK 3 question.
- Easy
- Low-prep
- Gets students into higher critical thinking right away
3. Checkboxes.
The shape of the button determines how many answer choices a respondent is allowed to select. What?!? My mind was blown when I realized this! Checkboxes indicate that respondents are allowed to select multiple answers from the list of choices. Each checkbox is independent of all other checkboxes in the list, so checking one box doesn’t uncheck the others. Some items may ask students to select a specific number of responses VS to select all of the answers they think are correct. These question types are called “multi-select items” on ILEARN.
4. Multiple Choice.
Include the correct answer and an answer (or two!) that is almost-but-not-quite right and ask students to select the BEST choice. Follow up with questions that ask students to justify their answer choice, including why the choices they did not choose are wrong.
5. Checkbox Grid.
Students are asked to take information from more than one resource or rule and compare and contrast what is true of one, some, or all options.
6. Even your formative assessments can reach a higher D.O.K. with some changes. A 3-2-1 Exit Ticket that asks for:
3: Tell me 3 things you learned in class today or you used in class today?
2: Give 2 examples of what you learned. OR List 2 things you want to learn more about.
1: Describe 1 strategy you used or connection you made. OR List one question about today’s lesson.
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1 |
Things I Learned Today… |
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2 |
Things I found Interesting… |
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3 |
Questions I Still Have… |
Analyze data. Following assessments, investigate the number of students who correctly answered D.O.K. 1, 2, 3 questions.
Takeaways I have had in studying ILEARN data and classroom assessments is there have been false beliefs students were proficient with a standard because they were assessed with questions that measured at too shallow of a D.O.K. as compared to the requirements of the standard. Find the gaps that might exist in this area and begin the steps to address the issue.
It is not fair to assess students at a higher D.O.K. level than what was taught in the classroom. Instruction levels need to align with assessment levels.
To reference further items from the Indiana Department of Education, see these IDOE Specs.
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