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Using The Depth Of Knowledge Model To Create High School Mathematics Assessments--Research, Lynne Gannon Patterson, Meagan Musselman, Joel Rowlett

Kentucky Journal of Excellence in College Teaching and Learning

This study examined the midterm exams of six high school math teachers and sought to (a) determine if teachers could accurately identify which level of Norman Webb’s Depth of Knowledge (DOK) model their test items aligned to, and (b) compare the actual percentage of test items at each DOK level to the targeted percentage based off Webb’s research. The study revealed that teachers were not accurate with their alignment of test items with Webb’s DOK model. They also came up short in comparison to the targeted percentages of test items at each level. Comprehensively, they were asking more questions at …