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
Recall a fact, information, or procedure. Cite Perform • Recall a fact, term or property
Process information on a low level. Define Quote • Conduct basic calculations
Describe Recall • Order rational numbers
Bloom Draw Recite • Identify a standard scientific representation for
Know/Remember Explain Record simple phenomenon
“The recall of specifics and universals, Give examples Repeat • Label locations
Identify Report
involving little more than bringing to • Describe the features of a place or people
Illustrate Select
mind the appropriate material.” • Identify figurative language in a reading
Label State
passage
Comprehend/Understand Locate Summarize
“Ability to process knowledge on a low List Tabulate
level such that the knowledge can be Match
reproduced or communicated without a
verbatim repetition.”
Level 2 Apply Generalize • Solve routine multiple-step problems
Skill/Concept Calculate Graph • Describe non-trivial patterns
Use information or conceptual Categorize Identify patterns • Interpret information from a simple graph
knowledge, two or more steps Classify Infer • Formulate a routine problem, given data and
Compare Interpolate conditions
Bloom Compute Interpret • Sort objects
Apply Construct Modify • Show relationships
“Uses information in another familiar Convert Observe • Apply a concept
Describe Organize
situation.” • Organize, represent and interpret data
Determine Predict
(Executes - Carries out a procedures in • Use context clues to identify the meaning of
a familiar task) Distinguish Relate
unfamiliar words
(Implements - Uses a procedure in an Estimate Represent
Explain Show • Describe the cause/effect of a particular
unfamiliar task) event.
Extend Simplify
Extrapolate Solve • Predict a logical outcome
Find Sort • 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
Level 3 Appraise Examine • Solve non-routine problems
Strategic Thinking Assess Explain how • Interpret information from a complex graph
Requires reasoning, developing a plan Cite evidence Formulate • Explain phenomena in terms of concepts
or a sequence of steps, some Check Hypothesize • Support ideas with details and examples
complexity Compare Identify • Develop a scientific model for a complex
Compile Infer situation
Bloom Conclude Interpret • Formulate conclusions from experimental data
Analyze Contrast Investigate • Compile information from multiple sources to
“Breaking information into parts to Critique Judge address a specific topic
Decide Justify
explore understanding and • Develop a logical argument
Defend Reorganize
relationship.” • Identify and then justify a solution
Describe Solve
Develop Support • Identify the author’s purpose and explain how
Evaluate it affects the interpretation of a reading
“Checks/Critiques – makes judgments Differentiate
Distinguish selection
based on criteria and standards.”

Level 4 Appraise • Design and conduct an experiment that

Extended Thinking Connect requires specifying a problem; report
Requires an investigation, time to think Create results/solutions
and process multiple conditions of the Critique • Synthesize ideas into new concepts
problem. Most on-demand Design • Critique experimental designs
assessments will not include Level 4 Judge • Design a mathematical model to inform and
activities. Justify solve a practical or abstract situation.
Prove • Connect common themes across texts from
Bloom Report different cultures
Synthesize Synthesize • Synthesize information from multiple sources
“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