Depth of Knowledge (DOK) Examples with Shared Context

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Submitted by
Angela Hochstetter – Math Assessment Specialist, MNDOE
Ann Page – Math Assessment Specialist, MNDOE

The following examples were compiled to demonstrate one way depth of knowledge (DOK) levels I, II, and III may be displayed in a test item (question). Along with each example, a rationale table (reasons why a student may select a particular answer) and the reasoning for the DOK alignment are provided.

The DOK III example was a part of the Optional Local Purpose Assessment (OLPA). The other two items (DOK I and II examples) were created for this document and not used on any Minnesota Department of Education (MDE) assessment. However, there are released MCA math items on MDE’s website.

DOK I example
Benchmark: 3.3.2.3 Measure distances around objects.
Avery wants to measure distance.

Which tool can she use to measure distance?
A. Clock
B. Scale
C. Tape measure*
D. Thermometer

RATIONALE A Chose a tool that measures time.
RATIONALE B Chose a tool that measures weight.
RATIONALE C Correct. Chose the tool that measures distance.
RATIONALE D Chose a tool that measures temperature.

Reasoning: This is an example of a DOK I item because it merely requires identification of the tool that measures distance.

DOK II example
Benchmark: 3.3.2.3 Measure distances around objects.

The shape of Avery’s wading pool is a circle.
Which describes the best way Avery can the measure the distance around her wading pool?
A. Place a tape measure across the top of her pool from one side to the other side.
B. Place a tape measure along the bottom edge of the pool around the whole circle.*
C. Place a tape measure from the bottom edge of the pool to the top edge of the pool.
D. Place a tape measure from the bottom inside edge of the pool over the top to the bottom outside edge of the pool.

RATIONALE A Chose a method for finding distance across a circular pool.
RATIONALE B Correct. Chose a method for finding distance around a circular pool.
RATIONALE C Chose a method for finding the height of the pool.
RATIONALE D Chose a method for finding approximately two times the height of the pool.

Reasoning: This is an example of a DOK II item because it requires more than simple recall or identification. Some mental processing is required beyond a simple habitual response. A student must determine what is being asked, then compare strategies and select the method that would most accurately find the distance around the pool.

DOK III example
Benchmark: 3.3.2.3 Measure distances around objects.

The shape of Avery’s wading pool is a circle.
What could Avery do to find the distance around the pool?
A. Find sticks in the yard and line the sticks across the pool.
Count the number of sticks.
B. Find a garden hose and wrap the hose along the outside of the pool.
Measure the hose with a tape measure.*
C. Find a thermometer and place the thermometer in the pool.
Measure the temperature of the water.
D. Find a bucket and fill the bucket with water from the pool.
Count the number of buckets of water needed to fill the pool.

RATIONALE A Found the distance across the pool.
RATIONALE B Correct. Found the distance around the pool.
RATIONALE C Found the temperature of the water in the pool.
RATIONALE D Found the volume of the water in the pool.

Reasoning: This is an example of a DOK III item because a student must analyze a unique (and probably unfamiliar) real world situation and then think through multiple steps and tools needed to solve it. The student must determine which object, i.e., something flexible, would work best to aid in measuring the length of the curved outer edge of a circle and which tool is used for measuring distance. The student must figure out how to use that tool in combination with the flexible object that can be wrapped around the edge of the circular pool.

As always, please contact Angela and Ann with any comments or questions (or suggestions for the released item website or the parent-teacher portal).
• Angela Hochstetter – Math Assessment Specialist (angela.hochstetter@state.mn.us)
• Ann Page – Math Assessment Specialist (ann.page@state.mn.us)