Webb’s Depth of Knowledge Subject 1 Level 2 Level 3 Requires students to recall or Requires students to make Requires reasoning, planning, observe facts, definitions, or decisions of how to approach or use of evidence to solve terms. Involves simple a problem. Requires students problem or algorithm. May procedures. Involves to compare, classify, organize, involve activity with more computing simple algorithms estimate, or order data. than one possible answer. (e.g. sum, quotient). Typically involves two-step Requires conjecture or procedures. restructuring of problems. Involves drawing conclusions Examples: from observations, citing Examples: evidence, and developing Recall or recognize a fact, logical arguments for term or property Specify and explain concepts. Uses concepts to relationships between Represent in words, solve non-routine problems. facts, terms, properties or pictures or symbols in a operations math object or Mathematics relationship Select procedure Examples: according to criteria and Perform routine Analyze similarities and perform it procedure like differences between measuring Solve routine procedures problems Formulate original problem given situation Formulate mathematical model for complex situation Source GED 2014 Assessment Guide each problem and identify the Depth of Knowledge for each question. Algebra 1 EOC: Webb’s of Knowledge Level _______ Katie and Jennifer are playing a game. Katie and Jennifer each started with 100 points. At the end of each turn, Katie’s points doubled. At the end of each turn, Jennifer’s points increased by 200. At the start of which turn will Katie first have more points than Jennifer? GED 2014: Webb’s of Knowledge Level _______ Hartley opened a food truck business to sell food on the street. On day 2, the business earned $112. On day 5, the business earned $367. Hartley assumes that the earnings will continue to increase at the same rate. How much will the business earn on day 10? $
Subject Webb’s Depth of Knowledge 1 Level 2 Level 3 Mathematics Requires students to recall or observe facts, definitions, or terms. Involves simple procedures. Involves computing simple algorithms (e.g. sum, quotient). Examples: Recall or recognize a fact, term or property Represent in words, pictures or symbols in a math object or relationship Perform routine procedure like measuring Requires students to make decisions of how to approach a problem. Requires students to compare, classify, organize, estimate, or order data. Typically involves two-step procedures. Examples: Specify and explain relationships between facts, terms, properties or operations Select procedure according to criteria and perform it Solve routine problems Requires reasoning, planning, or use of evidence to solve problem or algorithm. May involve activity with more than one possible answer. Requires conjecture or restructuring of problems. Involves drawing conclusions from observations, citing evidence, and developing logical arguments for concepts. Uses concepts to solve non-routine problems. Examples: Analyze similarities and differences between procedures Formulate original problem given situation Formulate mathematical model for complex situation Source GED 2014 Assessment Guide each problem and identify the Depth of Knowledge for each question. Algebra 1 EOC: Webb’s of Knowledge Level _______ Katie and Jennifer are playing a game. Katie and Jennifer each started with 100 points. At the end of each turn, Katie’s points doubled. At the end of each turn, Jennifer’s points increased by 200. At the start of which turn will Katie first have more points than Jennifer? GED 2014: Webb’s of Knowledge Level _______ Hartley opened a food truck business to sell food on the street. On day 2, the business earned $112. On day 5, the business earned $367. Hartley assumes that the earnings will continue to increase at the same rate. How much will the business earn on day 10? $