depthofknowledgechart

Depth of Knowledge (DOK) Overview Chart

Level of Complexity (measures a Key Verbs That May Evidence of Depth of Knowledge

student’s Depth of Knowledge) Clue Level

Level 1 Arrange Measure • Explain simple concepts or routine procedures

Recall/Reproduction Calculate Name • Recall elements and details
Cite Perform • Recall a fact, term or property
Recall a fact, information, or procedure. Define Quote • Conduct basic calculations
Process information on a low level. Describe Recall • Order rational numbers
Draw Recite • Identify a standard scientific representation for
Bloom Explain Record
Know/Remember Give examples Repeat simple phenomenon
“The recall of specifics and universals, Identify Report • Label locations
involving little more than bringing to Illustrate Select • Describe the features of a place or people
mind the appropriate material.” Label State • Identify figurative language in a reading
Locate Summarize
Comprehend/Understand List Tabulate passage
“Ability to process knowledge on a low Match
level such that the knowledge can be

reproduced or communicated without a

verbatim repetition.”

Level 2 Apply Generalize • Solve routine multiple-step problems

Skill/Concept Calculate Graph • Describe non-trivial patterns
Categorize
Use information or conceptual Classify Identify patterns • Interpret information from a simple graph
knowledge, two or more steps Compare
Compute Infer • Formulate a routine problem, given data and
Bloom Construct
Apply Convert Interpolate conditions
“Uses information in another familiar Describe
situation.” Determine Interpret • Sort objects
(Executes - Carries out a procedures in Distinguish Modify • Show relationships
a familiar task) Estimate Observe • Apply a concept
(Implements - Uses a procedure in an Explain Organize • Organize, represent and interpret data
unfamiliar task) Extend Predict • Use context clues to identify the meaning of
Extrapolate Relate
Find Represent unfamiliar words
Show • Describe the cause/effect of a particular
Simplify
Solve event.
Sort • Predict a logical outcome
• Identify patterns in events or behavior

Formulate Use

Level of Complexity (measures a Key Verbs That May Evidence of Depth of Knowledge
student’s Depth of Knowledge)
Clue Level • Solve non-routine problems
Level 3 • Interpret information from a complex graph
Strategic Thinking Appraise Examine • Explain phenomena in terms of concepts
• Support ideas with details and examples
Requires reasoning, developing a plan Assess Explain how • Develop a scientific model for a complex
or a sequence of steps, some
complexity Cite evidence Formulate situation
• Formulate conclusions from experimental data
Bloom Check Hypothesize • Compile information from multiple sources to
Analyze
“Breaking information into parts to Compare Identify address a specific topic
explore understanding and • Develop a logical argument
relationship.” Compile Infer • Identify and then justify a solution
• Identify the author’s purpose and explain how
Evaluate Conclude Interpret
“Checks/Critiques – makes judgments it affects the interpretation of a reading
based on criteria and standards.” Contrast Investigate selection

Critique Judge • Design and conduct an experiment that
requires specifying a problem; report
Decide Justify results/solutions

Defend Reorganize • Synthesize ideas into new concepts
• Critique experimental designs
Describe Solve • Design a mathematical model to inform and

Develop Support solve a practical or abstract situation.
• Connect common themes across texts from
Differentiate
different cultures
Distinguish • Synthesize information from multiple sources

Level 4 Appraise
Extended Thinking Connect
Create
Requires an investigation, time to think Critique
and process multiple conditions of the Design
problem. Most on-demand Judge
assessments will not include Level 4 Justify
activities. Prove
Report
Bloom Synthesize
Synthesize
“Putting together elements and parts to
form a whole

Evaluate
Making value judgments about the
method.”

Levels of Complexity

• Recall/Reproduction – Recall a fact, information, or procedure;
process information on a low level

• Skill/Concept – Use information or conceptual knowledge, two or
more steps

• Strategic Thinking – Requires reasoning, developing a plan or a
sequence of steps, more than one reasonable approach

• Extended Thinking – Requires connections and extensions, high
cognitive demands and complex reasoning