Assessing Higher Order Thinking in Mathematics

1990-01-01
Assessing Higher Order Thinking in Mathematics

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  • Author: Gerald Kulm
  • Publisher: Advancement of Science
  • ISBN: 9780871683564
  • Category : Science
  • Languages : en
  • Pages : 209

Focusing on the elementary and secondary grades, this book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics. The chapter authors combine current knowledge and research on mathematics learning and testing to provide examples of innovative test items for classroom use and state assessment programs, and present information on new assessment technologies, including computer-based approaches. Special coverage includes: * both background information and theoretical perspectives and examples of research on alternative assessment strategies; * a broad perspective on assessing higher-order thinking, including problem solving, consistent with recent work such as the NCTM Standards documents; * a discussion of how the recent changes not only in teaching and learning but in our world view of mathematics education imply the need for new approaches to assessment; and * information on assessment in the context of technology (calculators and computers) with illustrations of both practical and long-term issues.

How to Assess Higher-order Thinking Skills in Your Classroom

2010
How to Assess Higher-order Thinking Skills in Your Classroom

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  • Author: Susan M. Brookhart
  • Publisher: ASCD
  • ISBN: 1416610480
  • Category : Education
  • Languages : en
  • Pages : 169

Covers how to develop and use test questions and other assessments that reveal how well students can analyze, reason, solve problems, and think creatively.

Writing Test Items to Evaluate Higher Order Thinking

1997
Writing Test Items to Evaluate Higher Order Thinking

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  • Author: Thomas M. Haladyna
  • Publisher: Prentice Hall
  • ISBN:
  • Category : Critical thinking
  • Languages : en
  • Pages : 280

Here's a book intended to help readers develop better test questions aimed at measuring their students' or future students' higher level thinking abilities such as writing, reading, mathematical or scientific problem solving, critical thinking, and creative thinking.

Bringing Math Students Into the Formative Assessment Equation

2015-01-21
Bringing Math Students Into the Formative Assessment Equation

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  • Author: Susan Janssen Creighton
  • Publisher: Corwin Press
  • ISBN: 1483385965
  • Category : Education
  • Languages : en
  • Pages : 222

Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX

Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development

2004-01-31
Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development

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  • Author: Anat Zohar
  • Publisher: Springer Science & Business Media
  • ISBN: 1402018541
  • Category : Education
  • Languages : en
  • Pages : 244

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

Learning by Doing

1987
Learning by Doing

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  • Author: National Assessment of Educational Progress (Project)
  • Publisher:
  • ISBN:
  • Category : Activity programs in education
  • Languages : en
  • Pages : 40

The National Assessment of Educational Progress (NAEP), the Nation's Report Card, has developed and pilot-tested a variety of hands-on science and mathematics tasks. These tasks were developed as prototypes for use in future national assessments, but the concepts measured and the innovative approaches used are equally suitable for classroom learning. This manual is designed for use by science and mathematics coordinators and teachers to share these techniques. To develop these hands-on activities, NAEP invited the views of science and mathematics educators and worked closely with members of the United Kingdom's Assessment of Performance Unit at Kings College, London University. Tasks were administered as group activities, station activities, and as complete experiments. About 1,000 third-, seventh-, and eleventh-grade students from 12 school districts across four regions of the country were assessed, with approximately 100-300 responses obtained for each task. Results showed that students responded to the tasks, and results conformed to expectations about basic developmental trends in thinking skills. In response to the pilot study, 11 tasks field-tested by NAEP were selected to show a range of possibilities for classroom and assessment use. Each task is presented by thinking skills necessary for successful student performance and the administration mode used by NAEP. Hierarchically arranged tasks are divided into the following sections: (1) classifying; (2) observing and making inferences; (3) formulating hypotheses; (4) interpreting data; (5) designing an experiment, and (6) conducting a complete experiment. The presentation for each task includes a brief explanation of the activity, the student response sheet, a list of the equipment used, and one or more exemplary student responses. (LMO)

A Pilot Study of Higher-order Thinking Skills Assessment Techniques in Science and Mathematics

1986
A Pilot Study of Higher-order Thinking Skills Assessment Techniques in Science and Mathematics

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  • Author:
  • Publisher:
  • ISBN:
  • Category : Critical thinking
  • Languages : en
  • Pages : 76

Multidimensional Item Response Theory

2009-07-07
Multidimensional Item Response Theory

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  • Author: M.D. Reckase
  • Publisher: Springer Science & Business Media
  • ISBN: 0387899766
  • Category : Social Science
  • Languages : en
  • Pages : 355

First thorough treatment of multidimensional item response theory Description of methods is supported by numerous practical examples Describes procedures for multidimensional computerized adaptive testing

Assessing Higher Order Thinking Skills

1986
Assessing Higher Order Thinking Skills

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  • Author: C. Philip Kearney
  • Publisher:
  • ISBN:
  • Category : Cognition in children
  • Languages : en
  • Pages : 82

Building Thinking Classrooms in Mathematics, Grades K-12

2020-09-28
Building Thinking Classrooms in Mathematics, Grades K-12

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  • Author: Peter Liljedahl
  • Publisher: Corwin Press
  • ISBN: 1544374844
  • Category : Education
  • Languages : en
  • Pages : 454

A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.