Webb's+Depth+of+Knowledge

The following excerpt is from the 2009 Webb's Depth of Knowledge Guide produced by MS State University:

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.).
 * DOK Level || Title of Level ||
 * 1 || Recall and Reproduction  ||
 * 2 || Skills and Concepts  ||
 * 3 || Short-Term Strategic Thinking  ||
 * 4 || Extended Thinking  ||


 * The DOK level assigned should reflect the level of work students are most commonly required to perform in order for the response to be deemed acceptable.


 * The DOK level should reflect the complexity of the cognitive processes demanded by the task outlined by the objective, rather than its difficulty. Ultimately the DOK level describes the kind of thinking required by a task, not whether or not the task is "difficult".


 * If there is a question regarding which of two levels a statement addresses, such as Level 1 or Level 2, or Level 2 or Level 3, it is appropriate to select the higher of the two levels.


 * The DOK level should be assigned based upon the cognitive demands required by the central performance described in the objective.


 * The objective’s central verb(s) alone is/are not sufficient information to assign a DOK level. Developers must also consider the complexity of the task and/or information, conventional levels of prior knowledge for students at the grade level, and the mental processes used to satisfy the requirements set forth in the objective.