Because standardized test questions are weighted, meaning some questions are worth more points than others, it is very important for educators to be strategic when applying questioning tactics in the classroom.   Most tests use Webb’s Depth of Knowledge (DOK) in how they present questions on the test.  Basically, there are levels of questions in the Webb’s model; the higher the level, the more points can be earned on the test.  For example on the FCAT, a DOK Level 3 is worth more than a DOK 2 and a DOK 1.  In some cases the weight of a DOK 2 or a DOK 3 can be hundreds of points over a DOK 1.  Answering one more DOK 2 or 3 could bump a student up a level.  So, it behooves the teacher and the students to focus on level 2 and 3 questions rather than level one.
Here is a break down of DOK
DOK Level 1 is recall and asks students to do things like list, state, measure or label.  These are the types of questions used for the classic kill and drill.  The teacher asks, “What is the capital of Florida?”  The student says, “Tallahassee.”  This is low-level reasoning.  There is one answer and the student certainly doesn’t have to stretch.  Usually DOK 1s have a definitive answer.  It is important to use DOK 1s especially when warming your students up for more challenging questions.  However, these should not be the only type of questions you use.   Students can typically navigate DOK 1 questions because they are easy questions; however, DOK 1 questions are worth significantly less on the test.  Here are some examples:
  1. Label the parts of a cell.
  2. Name all of the presidents of the United States.
  3. Where did Goldilocks go before she went into the bears’ rooms?
DOK Level 2 focuses on skills.  Typically, DOK 2s ask students to use two processes in their reasoning such as compare and contrast, classify (different than list because they have to list and sort), estimate or predict.  Roughly 60% of all standardized tests will have DOK 2 questions; so it is extremely beneficial to focus on DOK 2 questions in the classroom.  Here are some examples:
  1. Categorize parts of the cell into prokaryotic and eukaryotic.
  2. Name the presidents of the United States from 1994 – 2012 and explain what their major accomplishments were during their presidency.
  3. Why did Goldilocks go to the bears’ room?  How do you know that?
DOK Level 3 focuses on strategic thinking and demands students stretch for the answer.  The student has to pull from multiple sources of information and use multiple processes to solve level 3 problems.  A DOK 3 question may ask students to investigate, develop an argument by using the text, hypothesis and explain why.
DOK 3s are multifaceted thinking involving many different pieces of information and thought processes.   Here are some examples:
  1. Relate the structure of the cell to its function and explain what would happen if that structure was compromised.
  2. Based on Eisenhower’s presidency and the choices he made, predict how President Eisenhower would handle the crisis in Syria today and why.
  3. Develop an alternate ending to Goldilocks and the Three Bears.
DOK Level 4 focuses on extended learning and usually involves multiple sources of information.  A DOK 4 demands the student explain information in a multitude of ways.  For example, a science fair project asks students to write a research paper on a topic, develop a hypothesis, test the hypothesis and explain the results.
*Remember just because students are doing a project does not mean it is a DOK 4.  For example, I used to assign the cell-labeling project to students when I was an instructor.  I would have students use Styrofoam balls and draw and label.  They loved this project and so did I.  It kept them busy for a while.  Little did I know I was spending a week on a DOK 1 skill!  What a waste! How do you think I could have bumped that to a level 4?  Perhaps I could have had them focus on one cell structure and explain how that structure is essential to the survival of the cell.  Then I could have had them predict what would happen if that structure was missing in the cell.
Things to remember:
  • DOK 1, 2, and 3 can be assessed using a multiple-choice question.
  • Most standardized tests have a ratio of 20% DOK 1, 60% DOK 2, and 20% DOK 3.  So use the 20-60-20 rule when asking questions in your classroom and on your classroom assessments.
  • DOK 4 can only be assessed by extended projects and writing such as book reports, research papers, science fair projects and other higher level approaches.  Students will not see DOK 4s on standardized tests because they cannot be assessed using multiple-choice questions.
So, be strategic in in your questioning and be aware of the questions you are asking.  Develop a questioning plan so you are sure to hit DOK 2 and 3 questions regularly.  Remember, students are great at recall (DOK 1).  They know what to do when you fire a DOK 1 at them; they fire the answer right back.  But don’t let them off the hook.  Bump it up. I am sure even your high level students have trouble with DOK 2s and 3s.  The more exposure they have to higher levels of questioning, the better chance they have on the test.  Remember most tests are 20-60-20.  If all the kids know how to navigate only DOK 1 questions, they can only answer 20% of the questions on the test.
Give them a fighting chance by asking higher-level questions.  Happy questioning!

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