Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Taxonomy – Receptive Skills

Webb’s DOK Level 1 Webb’s DOK Level 2 Webb’s DOK Level 3 Webb’s DOK Level 4
Bloom’s Taxonomy
Recall & Reproduction Skills & Concepts Strategic Thinking/Reasoning Extended Thinking
Remember o Recall, recognize, or locate
Retrieve knowledge from basic facts, details, events, or
long-term memory, ideas explicit in texts
recognize, recall, locate, o Define terms
identify

Understand o Identify or describe elements of o Specify, explain, show relationships; o Explain, generalize, or connect o Explain how concepts or ideas
Construct meaning, clarify, the text (characters, setting, explain why, cause-effect ideas using supporting evidence specifically relate to other
represent, translate, sequence, etc.) o Give non-examples/examples (quote, example, text reference) content 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, intended meaning/definition is o Make basic inferences or logical explicit or implicit themes results obtained or strategies
summarize, generalize, infer clearly evident predictions from data or texts o Describe how word choice, point of used and apply them to new
a logical 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 o Locate information to support explicit-
models implicit central ideas

Apply o Use language structure (e.g., 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 pre/suffix) or word relationships of words/phrases (historical, geographic, social)
in a given situation; carry out (e.g., synonym/antonym) to o Obtain and interpret information may be interrelated
(apply to a familiar task), or determine meaning of words using text features
use (apply) to an unfamiliar
task

Analyze o Identify whether specific o Categorize/compare elements, terms, o Analyze information within data sets o Analyze multiple sources of
Break into constituent parts, information is contained in facts, details, events or texts evidence, or multiple works by
determine how parts relate, graphic representations (e.g., o Analyze format, organization, & o Analyze interrelationships among the same author, or across
differentiate between map, chart, table, graph, T-chart, internal text structure (signal words, concepts, issues, problems genres, time periods, themes
relevant-irrelevant, diagram) or text features (e.g., transitions, register) of different texts o Analyze or interpret author’s craft o Analyze complex/abstract
distinguish, focus, select, headings, subheadings, captions) o Distinguish: relevant-irrelevant (literary devices, viewpoint, or bias) themes, perspectives,
organize, outline, find information; fact/opinion to critique a text concepts
coherence, deconstruct (e.g., o Identify characteristic text features; o Use reasoning, planning, and o Gather, analyze, and organize
for bias or point of view) distinguish between texts, genres evidence to support inferences multiple information sources
o Analyze discourse styles

Evaluate o Cite evidence and develop a logical o Evaluate relevancy, accuracy, &
Make judgments based on argument for conjectures completeness of information
criteria, check, detect o Describe, compare, and contrast from multiple sources
inconsistencies or fallacies, solution methods o Draw & justify conclusions
judge, critique o Verify reasonableness of results o Apply understanding in a novel
o Critique conclusions drawn way, provide argument or
justification for the application

Create o Generate conjectures or hypotheses o Synthesize information within one o Synthesize information across
Reorganize elements into based on observations or prior source or text multiple sources or texts
new patterns/structures, knowledge and experience o Develop a complex model for a o Articulate a new voice, alternate
generate, hypothesize, given situation theme, new knowledge or
design, plan, produce o Develop an alternative solution perspective
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Taxonomy – Productive Skills
Webb’s DOK Level 1 Webb’s DOK Level 2 Webb’s DOK Level 3 Webb’s DOK Level 4
Bloom’s Taxonomy
Recall & Reproduction Skills & Concepts Strategic Thinking/Reasoning Extended Thinking
Remember o Read words orally in connected
Retrieve knowledge from text with fluency & accuracy
long-term memory, o Represent in words or pictures
recognize, recall, locate, what happened/the setting/the
identify characters in the text
o Re-tell the text

Understand o Describe or define facts, details, o Specify, explain, show relationships; o Explain, generalize, or connect o Explain how concepts or ideas
Construct meaning, clarify, terms explain why, cause-effect ideas using supporting evidence specifically relate to other
represent, translate, o Select appropriate words to use o Give non-examples/examples (quote, example, text reference) content domains or concepts
illustrate, give examples, when intended meaning/definition o Take notes; organize ideas/data o Write multi-paragraph composition o Develop generalizations of the
classify, categorize, is clearly evident o Summarize results, concepts, ideas for specific purpose, focus, voice, results obtained or strategies
summarize, generalize, infer o Write/Speak using simple o Identify main ideas or accurate tone, & audience used and apply them to new
a logical conclusion, predict, sentences generalizations of texts problem situations
compare/contrast, match like
ideas, explain, construct
models

Apply o Apply rules or use resources to o Use context to identify the meaning o Revise final draft for meaning or o Select or devise an approach
Carry out or use a procedure edit specific spelling, grammar, of words/phrases progression of ideas among many alternatives to
in a given situation; carry out punctuation, conventions, word o Obtain and interpret information o Apply internal consistency of text research a novel problem
(apply to a familiar task), or use using text features organization and structure to o Illustrate how multiple themes
use (apply) to an unfamiliar o Apply basic formats for o Develop a text that may be limited to composing a full composition (historical, geographic, social)
task documenting sources one paragraph o Apply a concept in a new context may be interrelated
o Apply simple organizational o Apply word choice, point of view,
structures (paragraph, sentence style to impact readers’ interpretation
types) in writing of a text

Analyze o Decide which text structure is o Compare literary elements, terms, o Analyze interrelationships among o Analyze multiple sources of
Break into constituent parts, appropriate to audience and facts, details, events concepts, issues, problems evidence, or multiple works by
determine how parts relate, purpose o Analyze format, organization, & o Apply tools of author’s craft (literary the same author, or across
differentiate between internal text structure (signal words, devices, viewpoint, or potential genres, or time periods
relevant-irrelevant, transitions, semantic cues) of dialogue) with intent o Analyze complex/abstract
distinguish, focus, select, different texts o Use reasoning, planning, and themes, perspectives,
organize, outline, find o Distinguish: relevant-irrelevant evidence to support inferences made concepts
coherence, deconstruct (e.g., information; fact/opinion o Gather, analyze, and organize
for bias, point of view) multiple information sources

Evaluate o Cite evidence and develop a logical o Evaluate relevancy, accuracy, &
Make judgments based on argument for conjectures completeness of information
criteria, check, detect o Describe, compare, and contrast from multiple sources
inconsistencies or fallacies, solution methods o Draw & justify conclusions
judge, critique o Verify reasonableness of results o Apply understanding in a novel
o Justify or critique conclusions way, provide argument or
justification for the application

Create o Create a mind map of the ideas, o Generate conjectures or hypotheses o Develop a complex model for a o Synthesize information across
Reorganize elements into concepts, problems, or based on observations or prior given situation multiple sources or texts
new patterns/structures, perspectives related to a topic or knowledge and experience o Develop an alternative solution o Articulate a new voice, alternate
generate, hypothesize, concept theme, new knowledge or
design, plan, produce perspective