Assessment of higher order thinking skills
- edited by Gregory Schraw and Daniel R. Robinson.
- Charlotte, N.C. : Information Age Pub., c2011.
- Physical description
- vi, 418 p. : ill. ; 25 cm.
- Current perspectives on cognition, learning, and instruction.
Education Library (Cubberley)
|LB1590.3 .A778 2011||Unknown|
- Includes bibliographical references.
- Conceptualizing and assessing higher order thinking skills / Gregory Schraw and Daniel R. Robinson
- An overview of thinking skills / Gregory Schraw ... [et al.]
- Designing assessments of self-regulated learning / Philip H. Winne, Mingming Zhou, and Rylan Egan
- Test design with higher order cognition in mind / Joanna S. Gorin and Dubravka Svetina
- A cognitive model for the assessment of higher order thinking in students / Jacqueline P. Leighton
- The assessment of higher order thinking in reading / Peter Afflerbach, Byeong-Young Cho, and Jong-Yun Kim
- Assessing learning from inquiry science instruction / Stephanie B. Corliss and Marcia C. Linn
- Assessment of higher order thinking: the case of historical thinking / Kadriye Ercikan and Peter Seixas
- Issues in the design and scoring of performance assessments that assess complex thinking skills / Suzanne Lane
- Incorporating cognitive demand in credentialing examinations / Susan L. Davis and Chad W. Buckendahl
- Strategies for constructing assessments of higher order thinking skill / Susan M. Brookhart and Anthony J. Nitko
- Critical thinking in the classroom: teachers' beliefs and practices in instruction and assessment / Bruce Torff
- Aligned by design: a process for systematic alignment of assessments to educational domains / William D. Schafer.
- Publisher's Summary
- A volume in Current Perspectives on Cognition, Learning, and Instruction Series Editors Gregory Schraw, University of Nevada, Las Vegas and Daniel H. Robinson, The University of Texas at Austin This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation Fourteen chapters by experts in learning and measurement comprise four sections which address conceptual approaches to understanding higher order thinking skills, cognitively oriented assessment models, thinking in the content domains, and practical assessment issues. The volume discusses models of thinking skills, as well as applied issues related to the construction, validation, administration and scoring of perfomancebased, selected-response, and constructed-response assessments. The goal of the volume is to promote a better theoretical understanding of higher order thinking in order to facilitate instruction and assessment of those skills among students in all K-12 content domains, as well as professional licensure and cetification settings.
(source: Nielsen Book Data)
- Publication date
- Current perspectives on cognition, learning, and instruction
- 9781617355059 (pbk.)
- 1617355054 (pbk.)
- 9781617355066 (hardcover)
- 1617355062 (hardcover)
- 9781617355073 (e-book)
- 1617355070 (e-book)
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