Target

DOK Level - Method Match

DOK Level

Description

Includes the recall of information

such as a fact, definition, term,
or a simple procedure, as well as
performing a simple algorithm or
Level 1
applying a formula.


Recall and Level 1 requires students to
Reproduction demonstrate a rote response,
perform a well-known algorithm,
follow a set procedure (like a
recipe), or perform a clearly
defined series of steps.
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
Level 2
the problem or activity.

Skills and
Concepts

Sample Verbs
Identify
Locate
List
Measure
Copy
State
Repeat
Report
Label
Calculate
Tabulate
Define
Paraphrase
Summarize
Interpret
Infer
Classify
Organize
Collect
Display
Compare

Example Tasks/Items

Level Method Match

Any type of selected response is a good match

One-step, well-defined,

and straight algorithmic
Constructed Response Types:
procedure
Recall or locate facts from Extended written response is not a good
match (too time consuming)
a text
Performance assessment is not a good match
Simple understanding of a (too time consuming)
single word or phrase
Personal communication can ask
questions, evaluate answers and determine
mastery; time consuming but good match
especially at primary grade levels where skills
may not be ready for accurate assessment
using other constructed response types
Explaining the purpose and Some types of selected response might be a
good match, can assess mastery of the
use of experimental
knowledge prerequisite to skillful
procedures
Carrying out experimental performance, but cannot rely on this to tap
the skill itself. Might be accomplished with a
procedures
pairing of selected response questions.
Making observations and

collecting data

Classifying, organizing, and Constructed Response Types:
comparing data
Extended written response descriptions of the
Organizing and displaying student's reasoning provide a window into
data in tables, graphs, and thinking behind the student's decisions; not a
good match if skills need to be performed
charts
Performance assessment is a good
match, can observe and evaluate skills as they
are being performed
Personal communication strong match when
skill is oral communication proficiency, or for
verbal explanation of process.

DOK Level

Level 3

Strategic
Thinking

Description

Sample Verbs

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.

Draw
Conclusions
Investigate
Cite Evidence
Critique
Appraise
Assess
Test Hypothesis

Requires complex reasoning,

planning, developing, and
thinking most likely over an
extended period of time.

Initiate

Design
Conduct

Research
Synthesize
Self-Monitor
Collaborate

Produce/Present

Level 4

Extended
Thinking

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 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.

Example Tasks/Items

Drawing conclusions from

observations
Citing evidence and
Developing a logical
argument for concepts
Explaining phenomena in
terms of concepts
Using concepts to solve
problems
Abstract theme
identification

Designing and conducting

experiments
Making connections
between a finding and
related concepts and
phenomena
Combining and
synthesizing ideas into
new concepts
Critiquing experimental
designs
Comparing multiple works
by the same author or
time period

Level Method Match

Some types of selected response might be a
good match for assessing understanding some
patterns of reasoning; might be accomplished
with a pairing of selected response questions.

Constructed Response Types:
Extended written response descriptions of
complex problem solutions can provide a
window into reasoning proficiency
Performance assessment can watch
students solve problems and watch students
reason as they perform the task
Personal communication can ask
student to "think aloud" or can ask
follow-up questions to probe reasoning
Any type of selected response not a good
match

Constructed Response Types:
Extended written response good match when
the product is written, or when used in
combination with another method
Performance assessment is a good
match, can display and assess the
attributes of the process or plan utilized
Personal communication usually not a good
match on its own due to the need for a
product