From MDE: Depth of Knowledge Examples

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Depth of Knowledge (DOK) I, II, III, and IV Examples with Shared Context

The following is an extension of the MathBits article from Oct. 1, 2017 to include a DOK IV example. The added DOK IV example is at the end.

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. A DOK IV example is also provided even though DOK IV items/activities are not a part of the Minnesota Comprehensive Assessment (MCA).

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

REMINDER: DOK IV items/activities are not a part of the MCA.

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 statement describes the best way Avery can 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.

DOK IV example (not used on the MCA)

Benchmark: 3.3.2.3 Measure distances around objects.

List of Possible Materials to Use:

  • 5-10 objects of varying sizes and shapes (e.g., wading pool, pedal car, bicycle, stuffed animal, a small figurine, etc.)
  • Seamstress or tailor’s tape measures
  • Carpenter’s tape measures
  • Bathroom scales
  • Garden hoses
  • Shovels and/or rakes
  • Large and small buckets
  • Objects that could be used as a fulcrum
  • 1” x 4” lengths of wood (of varying lengths)
  • Rope
  • Pulleys
  • Other objects that are available

Task description:

Provide 5-10 large objects (class size dependent) of varying sizes and shapes. Students will measure the height and distance around each object and find the weight of each object using the various tools. The first time through, students will use the scales, tape measures, and other traditional measuring tools. The second time through, students must create a written plan for measuring the object using another object as the measuring tool. After the students have created a written plan, they are to execute the plan and record their results. After reflection, students will update the written plan by making at least one change to improve the accuracy of the measurement. The students are to execute the updated plan and record their results.

At the end of the task, have students discuss and/or record what worked, what did not work, and why the updated plan improved (or did not improve) the accuracy of the results.

Reasoning: This is an example of a DOK IV task because a student uses several higher order thinking processes such as planning, designing, conducting, analyzing, synthesizing, reflecting, adjusting, and managing over time to solve a real-world problem.

As always, please contact Angela and Ann with any comments or questions (or suggestions for the released item website or the parent-teacher portal).