DOK LEVEL 1 DOK LEVEL 2 DOK LEVEL 3 DOK LEVEL 4 NOTE: If the knowledge necessary to answer an item automatically provides the answer, it is a Level 1

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1 DOK IN GENERAL DOK LEVEL 1 DOK LEVEL 2 DOK LEVEL 3 DOK LEVEL 4 NOTE: If the knowledge necessary to answer an item automatically provides the answer, it is a Level 1 NOTE: If the knowledge necessary to answer an item does not automatically provide the answer, it is at least a Level 2. Most actions imply more than one step. NOTE: Level 3 is complex and abstract. If more than one response is possible, it is at least a Level 3 and calls for use of reasoning, justification, evidence, as support for the response NOTE: Level 4 activities often require an extended period of time for carrying out multiple steps; however, time alone is not a distinguishing factor if skills and concepts are simply repetitive over time.

2 Writing--(Adapted by K. Hess, Center for Assessment/NCIEA, 2003, Based on Webb) constitute all Level 1 constitute all Level 2 constitute all Level 3 constitute all Level 4 Listing/generating ideas or words prior to developing written composition (e.g., brainstorming, webbing) Selecting or recalling appropriate vocabulary (words, phrases, idioms) to achieve intended meaning in Writing simple sentences Using punctuation marks and capitalization correctly in and editing Using Standard English conventions in and editing to correct errors Identifying misspelled words in a written passage Applying conventional spelling patterns/rules to new situations in Using resources (dictionary, thesaurus) to correct spelling in written passages Using resources to identify Standard English grammatical structures for correction Using resources to apply basic formats for documentation Note-taking or outlining as a means of organizing ideas for Developing text which may be limited to one paragraph Using simple organizational strategies to structure written work (e.g., basic paragraph form: indenting main idea, supporting details; simple transitions) Constructing a variety of sentence types (e.g., simple and compound, sentences with embedded phrases) Writing summaries that contain the main idea of a reading selection and pertinent details Demonstrating basic understanding and appropriate use of such reference materials as a dictionary, thesaurus, or web site Editing final drafts of compositions for mechanics and conventions, including grammar, punctuation, and capitalization Developing compositions that include multiple paragraphs Using complex or varied sentence structures in written compositions Demonstrating some synthesis and analysis in (making inferences; determining relationships; generalizing, or connecting ideas) Showing awareness of audience and purpose through focus, organization, voice/tone Using appropriate organizational text structures (e.g., description; chronology; proposition/support; compare/contrast; cause/effect) Editing and revising to improve the quality of the composition Supporting ideas with details, examples, quotations, text references, and/or citations Editing final drafts to produce a logical progression of ideas Summarizing information from multiple sources to address a specific topic Developing multi-paragraph compositions that demonstrate synthesis and analysis of complex ideas or themes Analyzing author's craft (e.g., style, bias, literary techniques, point of view) Demonstrating evidence of a deep awareness of purpose and intended audience. (e.g., in informational reports including hypotheses and supporting evidence) Creating compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas or themes Writing an analysis of two selections identifying the common theme and generating a purpose that is appropriate for both Gathering, analyzing, and evaluating written information for the purpose of drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn

3 Science--(Adapted by K. Hess, Center for Assessment/NCIEA, 2003, Based on Webb) Recall or recognize a fact, term, definition, simple procedure (such as one step), or property Demonstrate a rote response Use a well-known formula Represent in words or diagrams a scientific concept or relationship Specify and explain the relationship between facts, terms, properties, or variables Describe and explain examples and non-examples of science concepts Select a procedure according to specified criteria and perform it Formulate a routine problem given data and conditions complex graph (such as determining features of the graph or aggregating data in the graph) Use reasoning, planning, and evidence Explain thinking (beyond a simple explanation or using only a word or two to respond) Justify a response Select or devise approach among many alternatives to solve problem Based on provided data from a complex experiment that is novel to the student, deduct the fundamental relationship between several controlled variables. Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions Relate ideas within the content area or among content areas Provide or recognize a standard scientific representation for simple phenomenon Perform a routine procedure, such as measuring length Perform a simple science process or a set procedure (like a recipe) Organize, represent, and compare data Make a decision as to how to approach the problem Classify, organize, or estimate Identify research questions and design investigations for a scientific problem Use concepts to solve non-routine problems/more than one possible answer Develop a scientific model for a complex situation Develop generalizations of the results obtained and the strategies used and apply them to new problem situations Perform a clearly defined set of steps Compare data Form conclusions from experimental or observational data Identify, calculate, or measure Make observations Complete a multi-step problem that involves planning and reasoning Interpret, information from a simple graph Collect and display data Provide an explanation of a principle Justify a response when more than one answer is possible Cite evidence and develop a logical argument for concepts Conduct a designed investigation Research and explain a scientific concept Explain phenomena in terms of concepts 5

4 Reading--(Adapted by K. Hess, Center for Assessment/NCIEA, 2003, Based on Webb) constitute all Level 1 reading : constitute all Level 2 reading : not constitute all Level 3 reading : constitute all Level 4 reading : Read words orally in isolation Read words orally in connected text Read multi-syllabic words Locate or recall facts or details explicitly presented in text Identify or describe characters, setting, sequence of events Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words Select appropriate words to use in context (e.g., content-specific words, shades of meaning) when intended meaning is clearly evident Use context cues or resources to identify the meaning of unfamiliar words Predict a logical outcome based on information in a reading selection Make basic inferences or draw basic conclusions about information presented in text (e.g., According to this report what caused?) Recognizing appropriate generalizations about text (e.g., possible titles, main ideas) Identify and summarize the major events, problem, solution, conflicts in a literary text Determine whether a text is fact or fiction Distinguish between fact and opinion Describe the characteristics or features of various types of text Obtain information using text features of informational text (e.g., Table of Contents, sidebar, chart) Organize information presented in informational text using mapping, charting, or summarizing Locate information to answer questions related to explicit or implicit central ideas in informational texts Identify (e.g, imagery, idioms, exaggeration, alliteration, etc.) Explain, generalize, or connect ideas, using supporting evidence from the text or from other sources Draw inferences about author's purpose, author's message or them (explicit or implied) Make and support inferences about implied causes and effects Describe how word choice, point of view, or bias affects the interpretation of a reading selection Summarize or compare information within and across text passages Analyze interrelationships among elements of the text (plot, subplots, characters, setting) Analyze or interpret use of author's craft (literary devices) to analyze or critique a literary text Compare or analyze multiple works by the same author, including author's craft Compare or analyze multiple works from the same time period or from the same genre Gather, analyze, organize, and interpret information from multiple (print and non print) sources for the purpose of drafting a reasoned report Evaluate the relevancy and accuracy from multiple (print and non print) sources (e.g., verifying factual information or assertions with other sources; researching the source of information)

5 Math (M. Petit, Center for Assessment 2003, K. Hess, Center for Assessment) not constitute all Level 1 math : constitute all Level 2 math : constitute all Level 3 math : not constitute all Level 4 math : Recall or recognize a fact, definitions, or term Classify plane and three dimensional figures complex graph Relate mathematical concepts to other content areas Apply a well known algorithm Apply a formula simple graph Use models to represent mathematical concepts Explain thinking when more than one response is possible Make and/or justify conjectures Relate mathematical concepts to real-world applications in new situations Apply a mathematical model to illuminate a problem, situation Determine the area or perimeter of rectangles or triangles given a drawing and labels Identify a plane or three dimensional figure Solve a routine problem requiring multiple steps, or the application of multiple concepts Develop logical arguments for a concept Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results Compare figures or statements Use concepts to solve problems Design a mathematical model to inform and solve a practical or abstract situation Measure a length Compare and contrast figures Perform procedure with multiple steps and multiple decision points Perform a specified or routine Provide justifications for steps in Generalize a pattern procedure a solution process Evaluate an expression Extend a pattern Describe, compare, and contrast solution methods Solve a one-step word problem Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps Formulate a mathematical model for a complex situation NOTE: Level 4 requires applying one approach among many to solve problems. Involves complex restructuring of data, establishing and evaluating criteria to solve problems. Retrieve information from a table or graph Recall, identify, or make conversions between and among representations or numbers (fractions, decimals, and percents), or within and between customary and metric measures Locate numbers on a number line, or points on a coordinate grid Solves linear equations Represent math relationships in words, pictures, or symbols Translate between tables, graphs, words and symbolic notation Select a procedure according to criteria and perform it Provide mathematical justifications Solve a multiple- step problem, supported with a mathematical explanation that justifies the answer Formulate an original problem, given a situation