Assessment of higher order thinking skills
By: edited by The University of Texas at Austin
Series: Current perspectives on cognition, learning, and instruction
Publisher: Information Age Pub.
Published: 2011
Place of publication: Charlotte, N.C
Language: eng
Number of pages: 418
ISBN-13: 9781617355059; 9781617355066; 9781617355073
Subjects: Cognitive learning; Thought and thinking; Educational tests and measurements
Notes: Includes bibliographical references.
Table of contents: title: Conceptualizing and assessing higher order thinking skills / Gregory Schraw and Daniel R. Robinson; title: An overview of thinking skills / Gregory Schraw ... [et al.]; title: Designing assessments of self-regulated learning / Philip H. Winne, Mingming Zhou, and Rylan Egan; title: Test design with higher order cognition in mind / Joanna S. Gorin and Dubravka Svetina; title: A cognitive model for the assessment of higher order thinking in students / Jacqueline P. Leighton; title: The assessment of higher order thinking in reading / Peter Afflerbach, Byeong-Young Cho, and Jong-Yun Kim; title: Assessing learning from inquiry science instruction / Stephanie B. Corliss and Marcia C. Linn; title: Assessment of higher order thinking: the case of historical thinking / Kadriye Ercikan and Peter Seixas; title: Issues in the design and scoring of performance assessments that assess complex thinking skills / Suzanne Lane; title: Incorporating cognitive demand in credentialing examinations / Susan L. Davis and Chad W. Buckendahl; title: Strategies for constructing assessments of higher order thinking skill / Susan M. Brookhart and Anthony J. Nitko; title: Critical thinking in the classroom: teachers' beliefs and practices in instruction and assessment / Bruce Torff; title: Aligned by design: a process for systematic alignment of assessments to educational domains / William D. Schafer.