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Depth-of-Knowledge (DOK) Levels for Writing

According to Norman L. Webb, Wisconsin Center for Educational Research ("Depth-of-Knowledge Levels for Four Content Areas," March 28, 2002), interpreting and assigning depth-of-knowledge levels to both objectives within standards and assessment items is an essential requirement of alignment analysis. Four levels of depth-of-knowledge are used for this analysis.

A general definition for each of the four (Webb) Depth-of-Knowledge levels is followed by Table 1, which provides further specification and examples for each of the DOK levels. Webb recommends that large-scale, on-demand assessments in writing should only assess Depth of Knowledge Levels 1,2, and 3. Depth of Knowledge at Level 4 in writing should be reserved for local assessment.

Descriptors of DOK Levels for Writing (based on Webb and Wixson, March 2002)

Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex synthesis or analysis, but basic ideas.

Level 2 requires some mental processing, such as beginning to connect ideas using a simple organizational structure. At this level, students are engaged in first draft writing for a limited number of purposes and audiences.

Level 3 requires some higher level mental processing. Students are developing multiparagraph compositions that may include complex sentence structures or demonstrate some synthesis and analysis.

Level 4 Higher-level thinking is central to this level. Multi-paragraph compositions demonstrate synthesis and analysis of complex idea or themes and evidence of a deep awareness of purpose and audience.

Table 1- Detailed Descriptions of Depth of Knowledge Levels for Writing (Adapted by K. Hess, Center for Assessment/NCIEA, 2003, Based on Webb)
Level 1 Recall of Information	Level 2 Basic Reasoning	Level 3 Complex Reasoning	Level 4 Extended Reasoning
Examples represent, but do not constitute all Level 1 reading performances: • 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 • Writing simple sentences • Using punctuation marks and capitalization correctly in writing and editing • Using Standard English conventions in writing and editing to correct errors • Identifying misspelled words in a written passagev • Applying conventional spelling patterns/rules to new situations in writing • 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	Examples represent, but do not constitute all Level 2 reading performances: • Note-taking or outlining as a means of organizing ideas for writing • 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	Examples represent, but do not constitute all Level 3 reading performances: • Developing compositions that include multiple paragraphs • Using complex or varied sentence structures in written compositions • Demonstrating some synthesis and analysis in writing (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	Examples represent, but do not constitute all Level 4 reading performances: • 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