Middle School Grammar Performance Assessment Items: From the Depth of Knowledge (DOK) Perspective — Focusing on the Achievement Standard “Types and Characteristics of Parts of Speech” Ahn Yijin · Oh Taebeom This study analyzes the depth of thinking required by grammar performance assessment items provided by textbook publishers. It focuses on the middle school Korean language achievement standard “Types and Characteristics of Parts of Speech” in the 2022 Revised National Curriculum, from the perspective of Depth of Knowledge (DOK). Sample items publicly available on publisher websites were collected and analyzed. The results show that most items were distributed at DOK Level 2 and that the external format of activities did not always correspond to the actual cognitive level required. However, some items were structured with sub-items functioning as scaffolds that guided learners toward strategic or extended thinking. This study contributes to the literature by examining grammar performance assessment in terms of cognitive complexity and extends DOK discussions to the grammar domain. However, because the analysis was limited to publisher-provided samples, future research should include classroom assessment materials and learner performance data to further validate DOK-based analyses.