Hess Cognitive Rigor Matrix & Curricular Examples: Applying Webbs Depth-of-Knowledge Levels to Blooms Cognitive Process Dimensions

- ELA
Revised Blooms Webbs DOK Level 1 Webbs DOK Level 2 Webbs DOK Level 3 Webbs DOK Level 4
Taxonomy Recall & Reproduction Skills & Concepts Strategic Thinking/ Reasoning Extended Thinking
Remember o Recall, recognize, or locate
Retrieve knowledge from long- basic facts, details, events, or
term memory, recognize, recall, ideas explicit in texts
locate, identify o Read words orally in connected
text with fluency & accuracy

Understand o Identify or describe literary o Specify, explain, show relationships; o Explain, generalize, or connect o Explain how concepts or ideas
Construct meaning, clarify, elements (characters, setting, explain why, cause-effect ideas using supporting evidence specifically relate to other content
paraphrase, represent, translate, sequence, etc.) o Give non-examples/examples (quote, example, text reference) domains or concepts
illustrate, give examples, o Select appropriate words when o Summarize results, concepts, ideas o Identify/ make inferences about o Develop generalizations of the
classify, categorize, summarize, intended meaning/definition is o Make basic inferences or logical explicit or implicit themes results obtained or strategies
generalize, infer a logical clearly evident predictions from data or texts o Describe how word choice, point of used and apply them to new
conclusion), predict, o Describe/explain who, what, o Identify main ideas or accurate view, or bias may affect the readers problem situations
compare/contrast, match like where, when, or how generalizations of texts interpretation of a text
ideas, explain, construct models o Define/describe facts, details, o Locate information to support explicit- o Write multi-paragraph composition
terms, principles implicit central ideas for specific purpose, focus, voice,
o Write simple sentences tone, & audience
Apply o Use language structure o Use context to identify the meaning o Apply a concept in a new context o Illustrate how multiple themes
Carry out or use a procedure in (pre/suffix) or word relationships of words/phrases o Revise final draft for meaning or (historical, geographic, social)
a given situation; carry out (synonym/antonym) to determine o Obtain and interpret information progression of ideas may be interrelated
(apply to a familiar task), or use meaning of words using text features o Apply internal consistency of text o Select or devise an approach
(apply) to an unfamiliar task o Apply rules or resources to edit o Develop a text that may be limited to organization and structure to among many alternatives to
spelling, grammar, punctuation, one paragraph composing a full composition research a novel problem
conventions, word use o Apply simple organizational o Apply word choice, point of view,
o Apply basic formats for structures (paragraph, sentence style to impact readers /viewers
documenting sources types) in writing interpretation of a text
Analyze o Identify whether specific o Categorize/compare literary o Analyze information within data sets o Analyze multiple sources of
Break into constituent parts, information is contained in elements, terms, facts/details, events or texts evidence, or multiple works by
determine how parts relate, graphic representations (e.g., o Identify use of literary devices o Analyze interrelationships among the same author, or across
differentiate between relevant- map, chart, table, graph, T-chart, o Analyze format, organization, & concepts, issues, problems genres, time periods, themes
irrelevant, distinguish, focus, diagram) or text features (e.g., internal text structure (signal words, o Analyze or interpret authors craft o Analyze complex/abstract
select, organize, outline, find headings, subheadings, captions) transitions, semantic cues) of (literary devices, viewpoint, or themes, perspectives, concepts
coherence, deconstruct (e.g., for o Decide which text structure is different texts potential bias) to create or critique a o Gather, analyze, and organize
bias or point of view) appropriate to audience and o Distinguish: relevant-irrelevant text multiple information sources
purpose information; fact/opinion o Use reasoning, planning, and o Analyze discourse styles
o Identify characteristic text features; evidence to support inferences
distinguish between texts, genres
Evaluate o Cite evidence and develop a logical o Evaluate relevancy, accuracy, &
Make judgments based on argument for conjectures completeness of information from
criteria, check, detect o Describe, compare, and contrast multiple sources
inconsistencies or fallacies, solution methods o Apply understanding in a novel
judge, critique o Verify reasonableness of results way, provide argument or
o Justify or critique conclusions drawn justification for the application
Create Brainstorm ideas, concepts, o Generate conjectures or hypotheses o Synthesize information within one o Synthesize information across
Reorganize elements into new problems, or perspectives related to based on observations or prior source or text multiple sources or texts
patterns/structures, generate, a topic or concept knowledge and experience o Develop a complex model for a o Articulate a new voice, alternate
hypothesize, design, plan, given situation theme, new knowledge or
produce o Develop an alternative solution perspective

2009 Karin K. Hess: Hess Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited [[email protected]]
For full article, go to www.nciea.org