Assessment of Higher Order Thinking Skills

Name: Assessment of Higher Order Thinking Skills
Brand: Information Age Publishing
Availability: OnlineOnly

Gregory Schraw Daniel H. Robinson(Herausgeber*in)

Information Age Publishing

1. Auflage

Erschienen am 1. Oktober 2011

427 Seiten

E-Book

PDF mit Adobe-DRM

Systemvoraussetzungen

E-Book

ePUB mit Adobe-DRM

Systemvoraussetzungen

978-1-61735-507-3 (ISBN)

ab 48,99 €

Als Download verfügbar

Merkliste: siehe Preise

Beschreibung

Alle Preise

Weitere Details

Weitere Ausgaben

Inhalt

Intro
Assessment of Higher Order Thinking Skills
A volume in
Current Perspectives on Cognition, Learning, and Instruction
Series Editors: Daniel R. Robinson, The University of Texas at Austin
Gregory Schraw, University of Nevada, Las Vegas
CONTENTS
1. Conceptualizing and Assessing Higher Order Thinking Skills
Part I: Conceptual approaches to understanding higher order thinking skills
2. An Overview of Thinking Skills
3. Higher Order Thinking and Knowledge: Domain-General and Domain-Specific Trends and Future Directions
4. Designing Assessments of Self-Regulated Learning
Part II: Cognitive assessment models
5. Test Design With Higher Order Cognition in Mind
6. A Cognitive Model for the Assessment of Higher Order Thinking in Students
Part III: Higher order thinking in content domains
7. The Assessment of Higher Order Thinking in Reading
8. Assessing Learning From Inquiry Science Instruction
9. Assessment of Higher Order Thinking: the Case of Historical Thinking
part iv: Practical issues in the assessment of higher order thinking skills
10. Issues in the Design and Scoring of Performance Assessments That Assess Complex Thinking Skills
11. Incorporating Cognitive Demand in Credentialing Examinations
12. Strategies for Constructing Assessments of Higher Order Thinking Skill
13. Critical Thinking in the Classroom: Teachers' Beliefs and Practices in Instruction and Assessment
14. Aligned by Design: A Process for Systematic Alignment of Assessments to Educational Domains
Current Perspectives On Cognition, Learning, and Instruction
Assessment of Higher Order Thinking Skills
edited by
Gregory Schraw University of Nevada
and
Daniel R. Robinson
The University of Texas at Austin
Information Age Publishing, Inc.
Charlotte, North Carolina www.infoagepub.com
Conceptualizing and Assessing Higher Order Thinking Skills
Gregory Schraw and Daniel R. Robinson
Purpose
An Overview of the Chapters
Five Emergent Themes
Summary
References
CHAPTER 1
An Overview of Thinking Skills
Gregory Schraw, Matthew T. McCrudden, Stephen Lehman, and Bobby Hoffman
Definitions and Practical Issues in Thinking
Types of Thinking Skills
Issues in Teaching Thinking Skills
Five Challenges to Teaching Thinking Skills
Programs Designed to Promote Thinking Skills
Instructional Strategies Within Programs
Issues in Assessing Thinking Skills
Knowledge Outcomes
Procedural Outcomes
Attitude and Dispositional Outcomes
Summary and Conclusions
References
CHAPTER 2
Table 2.1. Six Definitions of Thinking
Figure 2. 1. Four components of higher order thinking.
part 1
conceptual approaches to understaning higher order thinking skills
Higher Order Thinking and Knowledge
Domain-General and Domain-Specific Trends and Future Directions
Patricia A. Alexander, Daniel L. Dinsmore, Emily Fox, Emily M. Grossnickle, Sandra M. Loughlin, Liliana Maggioni, Meghan M. Parkinson, and Fielding I. Winters1
What is Higher Order Thinking?
Conceptions in Historical Literature
Conceptions in Current Literature
Reconception of Higher Order Thinking
A Principled Examination of the Interface of Knowledge and Higher Order Thinking
The What Dimension
The Who Dimension
The Where Dimension
The When Dimension
What Does The Future Hold?
Author Note
References
CHAPTER 3
Table 3.1. What, Who, Where, and When of Higher Order Thinking in Reading, History, and Science
Table 3.1. Continued
Designing Assessments of Self-Regulated Learning
Philip H. Winne, Mingming Zhou, and Rylan Egan
1. Assessing SRL is challenging because the target to be assessed is a dynamic process for which typically there are few available objective indicators or traces. As a result, think aloud protocols have often been viewed as the best method for reflec...
2. SRL processes are sensitive to changing conditions over the period of a learner's engagement in tasks. Thus, the point(s) in time at which data is gathered matters because the state of a task changes over time.
3. Two very prominent methods for gathering data about features of SRL-paper-and-pencil inventories and interviews-often suffer multiple and potentially fatal flaws, primarily because these methods depend on a respondent's memory. Memory can be...
4. SRL is a process that generates changes in behavior over time based on preceding products of cognition. Thus, assessing SRL requires methods for gathering and articulating longitudinal data about what people do, what and how they think about what ...
5. Owing to (a) different theorists' accounts about fundamental elements that comprise SRL and (b) challenges in determining an appropriate grain size for states and time spans that can reflect these elements, it has proven very difficult to synthe...
6. Most skills are researched within a relatively well-defined subject matter, e.g., skills for correcting expression in an expository essay, for checking the accuracy of arithmetic computations and so forth. In contrast, skills for SRL are not situa...
Assumptions
Factors in SRL
Commonly Misrepresented Attributes of SRL
Measuring Features of SRL Within an Assessment Context- A Scenario
Goals and Standards
Cues and Tactics
Forecast and Account
Log
Utility
Likelihood
Methods for Gathering Assessment Data
Ask Learners About SRL
Think Aloud Protocols
Trace Learners' SRL Performance
Designing a Data Gathering System
Designing Assessments of SRL
Scales for Assessment Data
Data About Cues That Trigger SRL Activities
Data About Goals and Standards
Data About Tactics and Expertise
Data About Forecasts
Data About Accounts
Data About Utility
Data About Likelihood
Data About Logs
A Graph Theoretic Method for Analyzing Assessment Data
Conclusion
References
CHAPTER 4
Table 4.1. Features of SRL
Table 4.2. Facets of Contexts Where SRL is Engaged
Table 4.4. Inferences About Features of SRL
Table 4.3. Key Individual Differences Bearing on Expressions of SRL
Figure 4. 1. A sequence of events, the transition matrix and a graphical display of the pattern represented by the sequence.
part ii
cognitive assessment models
Figure 5. 4. NetPASS simulation item.
Test Design with Higher Order Cognition in Mind
Joanna S. Gorin and Dubravka Svetina
Contemporary Test Design Frameworks
Illustrative Examples
Cognitively Based Construct Definitions
Item Writing With Cognitive Models
Psychometric Scaling and Analysis
Building the Validity Argument
The Iterative Test Development Process
Benefits of Cognitive Models for HOTs Assessment Design
Conclusion
notes
References
CHAPTER 5
Figure 5. 1. Cognitive design system framework procedural framework.
Figure 5. 2. Conceptual assessment framework of Evidence Centered Design.
Figure 5. 3. Abstract Reasoning Test (ART) progressive matrix item.
Table 5.1. Cognitive Model of Abstract Reasoning Construct
(a) Find correspondences
(b) Induce relationships
Figure 5. 5. ECD student, evidence, and task models for NetPASS Troubleshooting task.
Figure 5. 6. Cognitive processing model for ART items.
Table 5.2. Selected List of Potential Models for Psychometric Analysis of HOT
Figure 5. 7. Representation of the validity argument as the alignment between cognitive models of the intended and enacted constructs.
Figure 5. 8. Fragment of conditional probability model for estimation with BINs for NetPASS.
Table 5.3. LLTM Parameter Estimates for IDM Cognitive Features of ART Progressive Matrix Items
Figure 6. 1. A representation of Bloom's original taxonomy of educational objectives. *Wording of levels and skills as found in Krathwohl (2002, p. 213).
Figure 6. 3. A representation of Bloom's revised taxonomy of educational objectives. *Wording of levels and skills as found in Krathwohl (2002, pp. 214-215).
Figure 6. 2. An exemplar of a test blueprint for 30 released items from the 2008 Grade 9 Mathematics Achievement Test in the Province of Alberta, Canada. Reprinted from Released 2008 achievement test: Mathematics Grade 9, Alberta Education, p. 20, 20...
A Cognitive Model for the Assessment of Higher Order Thinking in Students
Jacqueline P. Leighton
Section 1-What is Higher Order Thinking?
Higher Order Thinking: Performance or Underlying Process?
Defining Higher Order Thinking as Skilled Performance
1. inquiring or identifying questions, assumptions, or issues to investigate (e.g., student should be able to answer the question what is to be verified, known, or investigated?)
2. applying multiple and appropriate criteria and tools to systematically collect, analyze, and interpret evidence and/or data from a variety of perspectives (e.g., student should be able to answer the question what/which are the best strategies for ...
3. developing and/or generating coherent descriptions, inferences, predictions, explanations, evaluations, and/or arguments that are aligned with evidence and sensitive to logical and contextual considerations (e.g., student should be able to answer ...
4. regulating and appreciating the cognitive effort required to substantiate claims to knowledge by being willing to use novel, non- algorithmic approaches to problem solving (see Facione, 1990
Kilpatrick et al., 2001
Kuhn, 2001, 2005
Resnick, 198...
Section 2-A Model for the Assessment of Higher Order Thinking
Section 3-Assessments of Higher Order Thinking
Item Formats Expected to Measure Higher Order Thinking Skills
1. Critical thinking (evaluating): What is most effective (appropriate) for___? Which is better (worse) ___? What is the most effective method for ___? What is the most critical step in this procedure___? Which is unnecessary in this procedure___?
2. Critical thinking (predicting): What would happen if ___? If this happens, what should you do ___? On the basis of ___what should you do? Given___, what is the primary cause of ___?
3. Problem solving (given a scenario): What is the nature of the problem? What do you need to solve this problem? What is a possible solution? Which is a solution? Which is the most effective (efficient) solution? Why is ___ the most effective (effic...
Section 3-Summary
Acknowledgments
notes
References
CHAPTER 6
Figure 6. 4. Working definition of higher order thinking mapped onto representation of Kuhn's (2001) model of knowing. Boxes show the four components proposed in our working definition and their links to the model.
Figure 6. 5. The performance item (case 1 of 3) used by Kuhn, Iordanou, Pease, & Wirkala (2008). Reprinted from Cognitive Development, 23, Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C., Beyond control of variables: What needs to develop to achieve...
Figure 6. 6. Examples of numerical (a) and graded-category (b) scales to rate strength of an argument.
Table 6.1. ..Sample Descriptive Rating Scale (Holistic and Generic) to Rate Strength of an Argument
part iii
higher order thinking in content domains
Table 7.6. Principles and Guiding Questions for Developing Reading Assessment for Higher Order Thinking
1. Cognition: Identify and define the specific higher order thinking in reading.
2. Observation: Develop assessment materials and procedures in relation to higher order thinking in reading.
3. Interpretation: Develop and use interpretive tools to infer higher-order thinking from student assessment performance.
Table 7.1. A Comparison of Bloom's Taxonomy of Educational Objectives With Reading Skills and Strategies
Table 7.1. Continued
The Assessment of Higher Order Thinking in Reading
Peter Afflerbach, Byeong-Young Cho, and Jong-Yun Kim
Theoretical Background: Reading as Higher Order Thinking
Higher Order Thinking Skills, Higher Order Thinking Strategies, and Higher Order Thinking: Terminology and an Observation
Conceptual Frames for Higher Order Thinking in Reading
Bloom's Taxonomy of Educational Objectives
The National Assessment of Educational Progress 2009 Definition of Reading
Theory and Research Related to Higher Order Thinking
Assessment of Higher Order Thinking in Reading
Situating Basic and Higher Order Thinking in the Classroom: Reading and Assessment
The Eighth Grade Science Classroom
Assessing Basic Thinking in Reading
(a) water vapor
(b) methane
(c) carbon dioxide
(d) ozone
Higher Order Thinking in Reading: Performance Assessments
Conclusions
References
CHAPTER 7
Figure 7. 2. A simple to complex "arc" of reading assessment questions coordinated with Bloom's Taxonomy
Figure 7. 1. Higher order and basic thinking processes in reading in relation to NAEP reading categories.
Figure 7. 3. Assessment using student created graphic representations.
Table 7.4. A Performance Assessment Rubric for Website Evaluation: Student Annotated Bibliography
Table 7.4. Continued
Table 7.2. Performance Assessment Rubric for Claim-Evidence Text Analysis
Table 7.3. A Metacognitive Self-Assessment Checklist For Internet Reading Processes
Table 7.3. Continued
Figure 8. 1. Screenshot of TELS project, Plate Tectonics: What's on Your Plate?, and embedded assessment item.
Table 8.2. Student Learning Gains From Pre- to Posttest
Table 8.1. Lower Order and Higher Order Science Skills
Figure 8. 3. Earth science assessment item and knowledge integration rubric.
Assessing Learning from Inquiry Science Instruction
Stephanie B. Corliss and Marcia C. Linn
Rationale and Research Questions
1. What are valid assessments of complex scientific thinking?
2. How can assessments capture students' ability to reuse complex thinking strategies in new settings?
3. How can assessment support teachers' as they promote complex thinking in science?
Assessment of Complex Thinking in Science
Knowledge Integration Framework
Designing Knowledge Integration Curriculum Materials
Measuring Knowledge Integration
Assessing Complex Scientific Thinking in Earth Science
Participants and Procedures
Data Sources and Analysis
Results
Assessing Transfer of Complex Inquiry Skills
Participants and Procedures
Data Sources and Analysis
Results
Knowledge Integration Professional Development
MODELS Professional Development
Workshop 1: Creating and Using Knowledge Integration Rubrics
Workshop 2: Formative Assessment and Feedback for Knowledge Integration
Changes in Teachers' Assessment Practices
Discussion
Future Research
Acknowledgments
References
CHAPTER 8
Table 8.3. Pretest and Posttest Items Measuring Global Warming and Inquiry
Figure 8. 2. Screenshot of TELS project, Global Warming: Virtual Earth Project, and embedded assessment item.
Figure 8. 4. Items to measure students inquiry skills.
Table 8.4. Knowledge Integration Scoring Rubric for Experimentation Item
Figure 8. 5. MODELS professional development and data collection timeline.
Table 8.5. Teacher Data Sheet From Summer Workshop 1
Table 8.6. Examples of Teacher Comments Created During Professional Development Activity at Workshop
Table 8.7. Teacher Electronic Feedback to Students in TELS Projects
Figure 9. 2 Procedural and domain-specific declarative knowledge in science, mathematics and history
Figure 9. 6. Continuity and change
Assessment of Higher Order Thinking
The Case of Historical Thinking
Kadriye Ercikan and Peter Seixas
Assessment and the Development of Higher Order Thinking
The Complexities of Assessment of Higher Order Thinking
Evidence Centered Assessment Design
Assessing Historical Thinking
The Role of Assessment in Investigating and Refining Models of Development of Cognition and Learning
Final Note
Notes
References
CHAPTER 9
Figure 9. 4. Assessing historical thinking.
Figure 9. 1. Progression in understanding historical accounts.
Figure 9. 3. Baxter and Glaser's content and process framework for assessment tasks.
Figure 9. 5. Elements of historical thinking.
part iv
Practical issues in the assessment of higher order thinking skills
Issues in the Design and Scoring of Performance Assessments that Assess Complex Thinking Skills
Suzanne Lane
Introduction and Background
Need for the Integration of Cognitive Theories of Learning and Psychometrics
Issues in the Design and Scoring of Performance Assessments and Tasks
Assessment Design
1. The general concepts and specific facts you know about Hawaiian history, and especially what you know about the period of Bayonet Constitution.
2. What you have learned from the readings yesterday.
Design of Computer-Based Simulation Tasks
Design Of Assessments That Measure Learning Progressions
Issues in Scoring Student Performance
Design of Scoring Rubrics
Automated Scoring Procedures
Evaluating the Validity and Fairness of Performance Assessment
Content Representativeness
Cognitive Complexity
Generalizability of Score Inferences
Fairness of Assessments
Instructional Sensitivity
Consequential Evidence
Improving Assessment Practice
Conclusion
References
CHAPTER 10
Table 10.2. Holistic General Scoring Rubric for Mathematics Constructed-Response Items
Table 10.1. BEAR Assessment System Construct Map for the Matter Strand in Chemistry
Table 10.3. Bear Assessment System Scoring Guide for the Matter Strand in Chemistry
Table 10.4. Knowledge Integration Scoring Rubric
Figure 11. 1. Illustrative validity-centered test development cycle.
Appendix A: Example Verb List for Cognitive Taxonomy
Incorporating cognitive demand in credentialing examinations
Susan L. Davis and Chad W. Buckendahl
The Nature of Cognitive Demand
1. Knowledge: Information retrieval
2. Comprehension: Understanding the meaning of information
3. Application: Using information to solve problems that have a best answer
4. Analysis: Understanding parts of a whole and the organization of the parts to make inferences or draw conclusions
5. Synthesis: Applying knowledge and skills to produce new ideas or representation of material
6. Evaluation: Using information and knowledge to make judgments
1. What is the conceptual formula for an observed score in classical test theory?
2. What is the formula for calculating the probability of a correct response given a specific ability level using a 3PL model in IRT?
3. Using the 3PL IRT model and the following parameters, a = 0.20, b = -0.50, and c = 0.15, what is the probability of a correct response for a candidate whose ability is 0.05?
Cognitive Demand Considerations for Credentialing Exams
Applying Cognitive Demand to Exam Development
1. Remember: Recalling, retrieving, recognizing.
2. Understand: Interpreting, summarizing, inferring, comparing and explaining.
3. Apply: Executing or implementing a procedure.
4. Analyze: Differentiating, relating parts of a system, organizing, distinguishing between parts of a system.
5. Evaluate: Making judgments based on criteria, critiquing, making recommendations.
6. Create: Creating new patterns, generating ideas, planning, synthesize information in a new way.
1. Remember: Recalling, retrieving, recognizing.
2. Understand/Apply: interpreting, summarizing, inferring, comparing, explaining, executing or implementing a procedure.
3. Analyze/Evaluate: differentiating, relating parts of a system, organizing, distinguishing between parts of a system, making judgments based on criteria, critiquing, making recommendations.
4. Create: creating new patterns, generating ideas, planning, synthesize information in a new way
Domain Analysis
1. The candidate will know different instructional strategies that can be used with elementary students to develop reading skills.
2. Given a student's reading ability history, classroom assessment information, and related parent feedback, the candidate will recommend appropriate instructional strategies that are likely to foster the student's reading skill development.
1. Identify different instructional strategies that can be used to assist students with reading skills development.
2. Given a student's reading ability history, classroom assessment information, and related parent feedback, the candidate will identify which instructional strategies are appropriate for assisting the student develop his or her reading skills.
Content Development
1. What patient health information would a dental hygienist need to develop an appropriate treatment for a patient whose chief complaint is sensitivity to cold drinks?
2. Review this patient's chief complaint, medical history, oral history, and radiographs. What is the appropriate treatment plan for this patient?
1. Understand/Apply
(a) What is the difference between _______?
(b) What is an example of _______?
(c) Use the _______ procedure to solve this problem.
2. Analyze/Evaluate
(a) What is the most likely cause of _______?
(b) What would happen if _________ ?
(c) What information is needed to solve this problem?
(d) What is the most cost effective solution to this problem?
(d) What is the next step in the process?
Content Review
Standard Setting
Evaluating Cognitive Demand of Credentialing Exams
Conclusions and Recommendations
Acknowledgments
Notes
References
CHAPTER 11
Table 12.2. Examples of Student Work and Explanation of the Mr. Gomez Math Problem
Table 12.3. Examples of Student Explanation of Physical and Chemical Changes Based on Induction
Table 12.1. Summary of Strategies for Assessing Higher Order Thinking
Table 12.1. Continued
Table 4.4. Kentucky General Scoring Guide
Strategies for Constructing Assessments of Higher Order Thinking Skills
Susan M. Brookhart and Anthony J. Nitko
1. inquiring or investigating questions, assumptions, or issues
2. applying multiple appropriate criteria and tools to collect, analyze, and interpret evidence
3. making inferences, predictions, explanations, or evaluations based on logic and evidence
and
4. self-regulating the cognitive effort required to do these things.
How Would You Get Evidence That Students Are Doing higher order Thinking?
Strategies for Designing Tasks Assessing higher order Thinking
Focus on a Question
Analyze Arguments
9. What did Abraham Lincoln mean in this speech?
(a) The South should be allowed to separate from the United States.
(b) The government should support slavery in the South.
*(c) Sometime in the future slavery would disappear from the United States.
(d) Americans would not be willing to fight a war over slavery.
10. Explain how you decided what Abraham Lincoln meant in this speech. (National Assessment of Educational Progress, History Grade: 4 Block: 2006-4H7 No.: 9. Retrieved from http:// nces.ed.gov/nationsreportcard/itmrls/)
Evaluate the Credibility of a Source
Make or Evaluate Deductive Conclusion
Make or Evaluate Inductive Conclusions
Identify Implicit Assumptions
(a) Horatio has seen a ghost.
*(b) Both Marcellus and Horatio have seen a ghost.
(c) Horatio is hoping to see a ghost.
(d) Both Marcellus and Horatio are hoping to see a ghost.
Identify Rhetorical Mechanisms and Tactics
Identify a Problem to be Solved
Identify Irrelevancies
Describe and Evaluate Multiple Strategies That Could Be Used to Solve a Problem
(a) Solve this problem in two different ways. Show your work.
(b) Which solution do you prefer, and why?
Evaluate the Quality of a Solution
Model a Problem
Identify Obstacles or Additional Information for Solving a Problem or Scenario
12. What official argument would members of the United Nations be most likely to make for supporting military efforts against Corollia?
(a) The stability of the international system depends on countries maintaining their current forms of government.
(b) The United Nations and the European Union should control the mining of uranium worldwide.
*(c) The stability of the international system depends on absolute respect for national borders and sovereignty.
(d) Countries such as the United States should become the main judges in all international disputes.
13. Identify two pieces of information NOT given above that you would need before you could decide whether or not the United States military should help Teresia. Explain why each piece of information would be important. (National Assessment of Educat...
Reason With Data
1. For this conclusion to be true, it must be assumed that
*(a) the number of voting-age persons in 1988 was the same as or less than each of the other presidential election years in 1932-1988.
(b) the number of voting-age persons increased from 1932 to 1988.
(c) the percentage of voting-age persons who voted in each of the other presidential election years was less than 50.1%.
2. Explain the reasoning that led you to your answer in question 1.
Use Analogies
1. Describe several other problems in different situations that could be solved by using a set of rules similar to those that the congressional committee used.
2. For each of the problems you listed, explain how the rules might be modified and why this would solve the problem you listed.
Solve a Problem Backward
Strategies for Giving Feedback or Scoring Tasks Assessing higher order Thinking
2 = Completely and clearly - response gives clear evidence of reasoning from the examples
1 = Partially - response is accurate, but reasoning from examples isn't clear or is only partial
0 = No - response does not demonstrate reasonable conclusions from the examples
Assessment Format
Multiple Choice Items
Constructed Response Items
Performance Assessments
Conclusion
References
CHAPTER 12
Table 13.1. Examples of High-CT and Low-CT Classroom Activities
Critical Thinking in the Classroom
Teachers' Beliefs and Practices in Instruction and Assessment
Bruce Torff
Research on Critical Thinking in Schools
1. The nature and development of teachers' beliefs about classroom use of high-CT activities
2. Teachers' classroom practices with respect to these activities
3. The correlation of beliefs and practices with respect to classroom use of high-CT activities
4. The extent to which academic outcomes are predicted by beliefs and practices concerning classroom use of high-CT activities
5. Teachers' beliefs concerning assessment of students' work in high- CT activities
6. Teachers' classroom practices in conducting this assessment
7. The correlation of beliefs and practices with respect to assessment of high-CT activities
8. The extent to which academic outcomes are predicted by beliefs and practices concerning classroom use of high-CT activities
Teachers' Beliefs about CT Activities
Development of the CTBA
In-service Teachers' Beliefs about CT Activities
Expert Teachers' Beliefs about CT Activities
The Development of Teachers' Beliefs about CT Activities
Issues Influencing in-service Teachers' Beliefs about CT
Conclusion and Directions for Future Research
Appendix
The Critical Thinking Belief Appraisal
Definitions:
1. An English class is studying the sonnet, a form of English poetry. The teacher explains its history and structure, lists prominent sonnet writers, and asks individual students to read aloud several classic sonnets. (Low-CT)
2. A social-studies class is studying the industrial revolution. The teacher provides students with a list of inventions, explains the impact of these inventions during this period, and describes how they continue to influence the modern world. (Low-CT)
3. A mathematics class is studying single-variable algebra. The teacher poses a problem requiring single-variable algebra, asks students to invent a way to write down the problem and then to compare their notations to the algebraic one written on the...
4. An Italian class is studying the vocabulary involved in ordering food in a restaurant. The teacher writes several new words on the board, defines them, asks students to repeat them, and provides a handout on which students add them to sample sente...
5. A science class is studying the sun. The teacher asks students to write down several ways in which the sun influences everyday life and then to predict what would happen if the sun stopped shining. (High-CT)
6. An English class is studying For Whom the Bell Tolls by Earnest Hemingway. The teacher overviews Hemingway's life and work, explains the history and significance of the novel, and describes Hemingway's influence on contemporary authors. (Low-CT)
7. A social-studies class is studying the Treaty of Versailles signed at the end of World War I. The teacher assigns students to write "letters from the future" to President Wilson arguing why the United States should or should not support the tr...
8. A mathematics class is studying how to calculate the area of a triangle. The teacher assigns students to evaluate several possible formulas for calculating the area, determine which formula is the correct one, and explain why they answered as they...
9. A Spanish class is studying the conjugation of verbs in the preterit, a form of past tense. The teacher provides a handout explaining the conjugation rules, conjugates several sample verbs on the blackboard, and then gives students a handout to pr...
10. An English class is studying Jack London's short story To Build a Fire. The teacher asks students to read all but the last section and then write their own versions of the final section. (High-CT)
11. A French class is studying adjectives used to describe clothing. The teacher provides a handout featuring advertising photos with captions that include the adjectives, and then gives a second handout with intentionally incorrect captions, asking ...
12. A mathematics class is studying how to convert fractions to decimals. The teacher explains how to make this conversion, completes sample problems using an overhead projector, and then gives an in-class assignment in which students solve similar p...
References
CHAPTER 13
Table 13.4. Summary of Between-Participants Results in Teacher-Development Research
Table 13.3. Internal Consistency Reliability Data for the CTBA
1. High-CT activities for high-advantage learners.
2. High-CT activities for low-advantage learners.
3. Low-CT activities for high-advantage learners.
4. Low-CT activities for low-advantage learners.
Table 14.1. Overall Alignment Conclusions for Alignment Measures
Table 14.2. Blueprint for Eighth Grade Math
Table 14.2. Continued
Aligned by Design
A Process for Systematic Alignment of Assessments to Educational Domains
William D. Schafer
Introduction
Importance of Alignment
Characteristics of Alignment
Dimensions of Alignment
Content
Cognition
Assessment of Alignment
Categorical Concurrence
Depth of Knowledge Consistency
Range of Knowledge Correspondence
Balance of Representation
Evaluating Alignment
Importance of Alignment
Assessment Inspired Instruction
Communication of Assessment Domains
Assessment Blueprint
Example of a Test Blueprint
Content Dimension
Cognition Dimension
Cells as Content-Cognition Combinations
Matching the Blueprint With Content Standards
Use of the Blueprint in Forms Construction
Assessment of Alignment Using the Blueprint
Categorical Concurrence
Depth of Knowledge Consistency
Range of Knowledge Correspondence
Balance of Representation
Item Tagging and Item Tags Verification
Existing Items
New Items
Item Pool Assessment
Summary and Recommendations
1. Determine how cognition will be represented in the blueprint. This would be best carried out using a committee of educators, including curriculum developers, cognitive theorists, classroom learning specialists, and assessment experts. Coordination...
2. Determine the content elements of the outcomes and indicators to be represented in the blueprint. This will come from the current content standards, perhaps augmented. For each indicator, develop assessments limits (the criterion for an assessment...
3. Determine how many items will be on the test and how many will be associated with the content elements of each outcome and indicator. Distributions of item difficulty levels could conveniently be made at this time. This would best be carried out t...
4. Allocate the items associated with each of the content elements of the indicators across the levels of cognition. This is best accomplished using a committee of curriculum specialists and the state's technical advisory committee. The latter shou...
5. Slot the existing item pool into the cells of the blueprint. This can be done by the contractor in consultation with curriculum specialists. At the same time, the contractor should determine the difficulty levels of the items using existing data.
6. Obtain independent verification of the nonempirical judgments made in the prior step using another outside contractor (perhaps called the alignment contractor). Note any problem items and generate recommendations about what to do with each.
7. Review the numbers of items needed and available in the various cells of the blueprint, including difficulty levels and make recommendations for new item development in order to make recommendations for new item development. The contractor would b...
8. Develop items for specific cells and difficulty levels. Again, the contractor should do this.
9. Obtain independent verification of the cell placements of the new items. The alignment contractor could perform this task.
10. Administer the items as field test items and review for psychometric acceptability and difficulty classifications.
Alignment and Higher Order Thinking
Acknowledgment
References
CHAPTER 14

Systemvoraussetzungen

Dateiformat: PDF
Kopierschutz: Adobe-DRM (Digital Rights Management)

Systemvoraussetzungen:

Computer (Windows; MacOS X; Linux): Installieren Sie bereits vor dem Download die kostenlose Software Adobe Digital Editions (siehe E-Book Hilfe).
Tablet/Smartphone (Android; iOS): Installieren Sie bereits vor dem Download die kostenlose App Adobe Digital Editions oder die App PocketBook (siehe E-Book Hilfe).
E-Book-Reader: Bookeen, Kobo, Pocketbook, Sony, Tolino u.v.a.m. (nicht Kindle)

Das Dateiformat PDF zeigt auf jeder Hardware eine Buchseite stets identisch an. Daher ist eine PDF auch für ein komplexes Layout geeignet, wie es bei Lehr- und Fachbüchern verwendet wird (Bilder, Tabellen, Spalten, Fußnoten). Bei kleinen Displays von E-Readern oder Smartphones sind PDF leider eher nervig, weil zu viel Scrollen notwendig ist.
Mit Adobe-DRM wird hier ein „harter” Kopierschutz verwendet. Wenn die notwendigen Voraussetzungen nicht vorliegen, können Sie das E-Book leider nicht öffnen. Daher müssen Sie bereits vor dem Download Ihre Lese-Hardware vorbereiten.

Bitte beachten Sie: Wir empfehlen Ihnen unbedingt nach Installation der Lese-Software diese mit Ihrer persönlichen Adobe-ID zu autorisieren!

Weitere Informationen finden Sie in unserer E-Book Hilfe.

Dateiformat: ePUB
Kopierschutz: Adobe-DRM (Digital Rights Management)

Systemvoraussetzungen:

Computer (Windows; MacOS X; Linux): Installieren Sie bereits vor dem Download die kostenlose Software Adobe Digital Editions (siehe E-Book Hilfe).
Tablet/Smartphone (Android; iOS): Installieren Sie bereits vor dem Download die kostenlose App Adobe Digital Editions oder die App PocketBook (siehe E-Book Hilfe).
E-Book-Reader: Bookeen, Kobo, Pocketbook, Sony, Tolino u.v.a.m. (nicht Kindle)

Das Dateiformat ePUB ist sehr gut für Romane und Sachbücher geeignet – also für „fließenden” Text ohne komplexes Layout. Bei E-Readern oder Smartphones passt sich der Zeilen- und Seitenumbruch automatisch den kleinen Displays an.
Mit Adobe-DRM wird hier ein „harter” Kopierschutz verwendet. Wenn die notwendigen Voraussetzungen nicht vorliegen, können Sie das E-Book leider nicht öffnen. Daher müssen Sie bereits vor dem Download Ihre Lese-Hardware vorbereiten.

Bitte beachten Sie: Wir empfehlen Ihnen unbedingt nach Installation der Lese-Software diese mit Ihrer persönlichen Adobe-ID zu autorisieren!

Weitere Informationen finden Sie in unserer E-Book Hilfe.

Als PDF speichern Als Link merken