Applying Depth of Knowledge and Cognitive Rigor: An Educator’s Guide to Supporting Deeper Learning
By Karin Hess
(Teachers College Press, 2025 – Learn more)
Reviewed by Katheen Palmieri
In today’s classrooms educators are continually challenged to move beyond surface-level instruction and create opportunities for students to think critically, problem-solve, and apply their learning in meaningful ways.
Terms like rigor, higher-order thinking, and depth of knowledge often surface in conversations about student achievement, but applying them effectively can feel complex.
Dr. Karin Hess’s Applying Depth of Knowledge and Cognitive Rigor: An Educator’s Guide to Supporting Deeper Learning provides clarity and practical tools for teachers seeking to design learning experiences that truly deepen understanding.
Back to the basics
In this book Hess “returns to the basics of what DOK is, what it is not, and how to apply a cognitive rigor mindset with fidelity so that every student’s learning goal is to achieve deep understanding” (Introduction). The text is organized into modules that focus on the “Six Big Ideas When Applying DOK and Cognitive Rigor” (Table 0.1, p. 2).
Rather than being a text to read straight through, it is designed for educators to reference according to specific needs, making it a practical professional resource. Appendix D of this book offers an “Observation Note Catcher” that I found helpful to use as I came across video resources in the book.
Connecting Bloom and Webb
One of the most valuable aspects of Hess’s work is her ability to connect and clarify key frameworks that shape educational practice. She explores Bloom’s Taxonomy and Webb’s Depth of Knowledge framework, and even adapts Edward de Bono’s Six Thinking Hats (1999), a business strategy repurposed here for classroom use. While Hess often returns to Bloom’s Taxonomy for its accessibility and familiarity, she pushes readers to consider how Bloom’s and Webb’s frameworks intersect – a consideration that led to her development of the widely used Hess Cognitive Rigor Matrices.
The book is rich with resources, particularly the tables provided throughout. These serve as both quick reference guides and deeper research tools. For example:
• Table 1.1 (p. 9) compares Bloom’s Taxonomy with Bloom’s Cognitive Process Dimensions.
• Table 1.2 (p. 10) clarifies Webb’s Depth of Knowledge across four content areas with test item alignment descriptions.
• Tables 1.3–1.4 (pp. 11–14) demonstrate how to analyze intended DOK levels and build Cognitive Rigor Matrices to show increasing complexity.
• Table 1.5 (p. 15) illustrates a progression of learning and assessment tasks across DOK levels, including purposes, student engagement, “I can” success criteria, and content-specific examples.
Activating readers in learning
Beyond tables and frameworks, Hess structures the book so that readers are active participants in the learning process. Throughout the modules she includes activities that encourage readers to pause, reflect, and jot down examples, descriptions, or insights. Additionally, she integrates videos that expand on the text. For example, in her master class video Are Your Students Thinking Deeply, or Just Working Harder, part 3, Hess explains how to use scaffolding strategies to deepen thinking. (p. 20)
In Module 5, “Applying a Cognitive Rigor Mindset to Assessing Deeper Learning,” Hess challenges educators to define what makes an assessment “high quality” by considering both skills and concepts. It provides clear criteria to evaluate validity and includes tools for summative and performance-based assessment practices (p. 76). A complementary video – Part 4 of Hess’s master class – further explores balance in summative assessments and demonstrates how to use simple grading scales for open-ended discussions (p. 79).
Finally, the appendices offer a wealth of practical tools, including the Hess Cognitive Rigor Matrices and DOK planning tools (downloadable resources), as well as the “Observation Note Catcher” mentioned previously. These materials strengthen the book’s role as both a guide and a working reference for educators.
In today’s data-driven educational environment, educators need to reflect not just on what we teach, but on how we design, support, and assess learning. Hess’s book provides the tools, structures, and reflective prompts needed to engage with Depth of Knowledge and cognitive rigor meaningfully. It is a resource for review, reflection, and refinement of practice supporting teachers in their ongoing work to design learning experiences that move students toward deeper understanding.
Kathleen Palmieri is a National Board Certified Teacher, NBCT Professional Learning facilitator, and education writer. She is a fifth-grade educator in upstate New York who reviews and writes regularly for MiddleWeb. With a passion for literacy and learning in the classroom, she participates in various writing workshops, curriculum writing endeavors, and math presentations. As a lifelong learner, she is an avid reader and researcher of educational practices and techniques. Collaborating with colleagues and globally on X https://twitter.com/Kathie_Palmieri and @kathleenpalmieri.bsky.social and expanding her education adventures at www.kathleenpalmieri.com are ongoing practices.
