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How to Assess Higher-Order Thinking Skills in Your Classroom, by Susan M. Brookhart
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Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K 12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize.
Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then defines and describes aspects of higher-order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in the following areas:
* Analysis, evaluation, and creation
* Logic and reasoning
* Judgment
* Problem solving
* Creativity and creative thinking
Examples drawn from the National Assessment of Educational Progress and from actual classroom teachers include multiple-choice items, constructed-response (essay) items, and performance assessment tasks. Readers will learn how to use formative assessment to improve student work and then use summative assessment for grading or scoring.
Aimed at elementary, middle, and high school teachers in all subject areas, How to Assess Higher-Order Thinking Skills in Your Classroom provides essential background, sound advice, and thoughtful insight into an area of increasing importance for the success of students in the classroom--and in life.
- Sales Rank: #102341 in Books
- Brand: Brand: Association for Supervision Curriculum Development
- Published on: 2010-09-15
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .40" w x 6.90" l, .60 pounds
- Binding: Paperback
- 159 pages
- Used Book in Good Condition
From the Inside Flap
Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K 12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize.
Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then defines and describes aspects of higher-order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in the following areas:
* Analysis, evaluation, and creation
* Logic and reasoning
* Judgment
* Problem solving
* Creativity and creative thinking
Examples drawn from the National Assessment of Educational Progress and from actual classroom teachers include multiple-choice items, constructed-response (essay) items, and performance assessment tasks. Readers will learn how to use formative assessment to improve student work and then use summative assessment for grading or scoring.
Aimed at elementary, middle, and high school teachers in all subject areas, How to Assess Higher-Order Thinking Skills in Your Classroom provides essential background, sound advice, and thoughtful insight into an area of increasing importance for the success of students in the classroom--and in life.
About the Author
Susan M. Brookhart, Ph.D., is an independent educational consultant and author based in Helena, Montana. Dr. Brookhart's interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She is author or co-author of 16 books and more than 60 articles and book chapters on classroom assessment,teacher professional development, and evaluation. She serves on the editorial boards of several journals.
Most helpful customer reviews
4 of 4 people found the following review helpful.
Thinking About Thinking
By Phyllis Antebi Ph.D
I am not a teacher nor am I a student in the traditional meaning of these terms. I like to think that I'm simply a student of good ideas. And, for my money, this book is packed with ideas about thinking and more specifically, about higher-order thinking, that I find very insightful. Becoming aware of the nature of our habitual problem solving strategies is an invaluable way of improving them. Lower ordered thought processes are more simplistic and emotion driven and therefore have less validity than higher-order, analytic type reasoning. For basic problem solving we need to first identify the problem to be solved. Solving more complex problems requires we distinguish between alternatives, assessing each option and analyzing probable outcomes. Good judgement requires patience and practice. General reasoning skills whether by analogy or data driven, are just a few examples of higher-order thought processes. My favorite section is titled, "Common errors in logic" (p.67). Over generalization is a common example and relying on self promoting authorities, is another. Who among us could claim that, "Ah, yes, I have it all figured out", without relying on self reflection to clarify one's conclusions? This book was helpful to me as self-reflection and authenticity in my reasoning, aids in my originality and creativity. According to Brookhart these skills make us more human as well. She suggests that dealing with novel ideas, solving problems, and thinking critically are required and acquired skills for promoting healthier, more realistic overall mental alertness. Brookhart does a good job in exploring and encouraging student potential in these higher-order thinking areas.
4 of 5 people found the following review helpful.
It's ok.
By Amazon Customer
This book is ok. I don't like the way the author defines various concepts by describing actions, instead of the concept as a thing, but I guess that works for some. There are only a couple chapters that I actually find valuable. I moreso appreciate Ms. Brookhart's other book,"How to Give Effective Feedback to your Students".
1 of 1 people found the following review helpful.
Rethink how you assess student thinking
By Dennis F.
This book gave me several ideas to provide higher order thinking skills into my health classroom. The common assessment criteria for each area was great to help the reader have the"aha" moment as the author describes in the book.
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