Assessing Higher Order Thinking In Mathematics
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Assessing Higher Order Thinking In Mathematics
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Author : Gerald Kulm
language : en
Publisher: Advancement of Science
Release Date : 1990-01-01
Assessing Higher Order Thinking In Mathematics written by Gerald Kulm and has been published by Advancement of Science this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990-01-01 with Science categories.
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
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Author : Susan M. Brookhart
language : en
Publisher: ASCD
Release Date : 2010
How To Assess Higher Order Thinking Skills In Your Classroom written by Susan M. Brookhart and has been published by ASCD this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Education categories.
Covers how to develop and use test questions and other assessments that reveal how well students can analyze, reason, solve problems, and think creatively.
Learning By Doing
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Author : National Assessment of Educational Progress (Project)
language : en
Publisher:
Release Date : 1987
Learning By Doing written by National Assessment of Educational Progress (Project) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987 with Activity programs in education categories.
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
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Author :
language : en
Publisher:
Release Date : 1986
A Pilot Study Of Higher Order Thinking Skills Assessment Techniques In Science And Mathematics written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1986 with Critical thinking categories.
Assessment Of Higher Order Thinking Skills
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Author : Gregory Schraw
language : en
Publisher: IAP
Release Date : 2011-10-01
Assessment Of Higher Order Thinking Skills written by Gregory Schraw and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-10-01 with Education categories.
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.
A Pilot Study Of Higher Order Thinking Skills Assessment Techniques In Science And Mathematics
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Author :
language : en
Publisher:
Release Date : 1986
A Pilot Study Of Higher Order Thinking Skills Assessment Techniques In Science And Mathematics written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1986 with Critical thinking categories.
Higher Order Thinking In Science Classrooms Students Learning And Teachers Professional Development
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Author : Anat Zohar
language : en
Publisher: Springer Science & Business Media
Release Date : 2004-01-31
Higher Order Thinking In Science Classrooms Students Learning And Teachers Professional Development written by Anat Zohar and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-01-31 with Education categories.
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.
The Questioning Process Its Role In Mathematics Learning
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Author : Mahesh Sharma
language : en
Publisher: Mathematics for All
Release Date :
The Questioning Process Its Role In Mathematics Learning written by Mahesh Sharma and has been published by Mathematics for All this book supported file pdf, txt, epub, kindle and other format this book has been release on with Education categories.
To be an effective teacher in mathematics, one should ask effective questions. This book teaches how to become a better teacher by asking "good" questions. Questions to inform, assess, conceptualize, to master and to become proficient in the learning process. Good questions help a teacher to create a cooperative and inquiring class. the examples selected are from Kindergarten to high school and beyond.
Writing Test Items To Evaluate Higher Order Thinking
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Author : Thomas M. Haladyna
language : en
Publisher: Prentice Hall
Release Date : 1997
Writing Test Items To Evaluate Higher Order Thinking written by Thomas M. Haladyna and has been published by Prentice Hall this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.
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.
Assessment Of Authentic Performance In School Mathematics
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Author : Richard A. Lesh
language : en
Publisher: Routledge
Release Date : 2013-04-03
Assessment Of Authentic Performance In School Mathematics written by Richard A. Lesh and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-04-03 with Education categories.
This book is the result of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Sciences Education. The purpose of the conference was to facilitate the work of a group of scholars whose interests included the assessment of higher-order understandings and processes in foundation-level (pre-high school) mathematics. Discussions focused on such issues as the purposes of assessment, guidelines for producing and scoring "real-life" assessment activities, and the meanings of such terms as "deeper and higher-order understanding," "cognitive objectives," and "authentic mathematical activities." Assessment was viewed as a critical component of complex, dynamic, and continually adapting educational systems. During the time that the chapters in this book were being written, sweeping changes in mathematics education were being initiated in response to powerful recent advances in technology, cognitive psychology, and mathematics, as well as to numerous public demands for educational reform. These changes have already resulted in significant reappraisals of what it means to understand mathematics, of the nature of mathematics teaching and learning, and of the real-life situations in which mathematics is useful. The challenge was to pursue assessment-related initiatives that are systematically valid, in the sense that they work to complement and enhance other improvements in the educational system rather than act as an impediment to badly needed curriculum reforms. To address these issues, most chapters in this book focus on clarifying and articulating the goals of assessment and instruction, and they stress the content of assessment above its mode of delivery. Computer- or portfolio-based assessments are interpreted as means to ends, not as ends in themselves. Assessment is conceived as an ongoing documentation process, seamless with instruction, whose quality hinges upon its ability to provide complete and appropriate information as needed to inform priorities in instructional decision making. This book tackles some of the most complicated issues related to assessment, and it offers fresh perspectives from leaders in the field--with the hope that the ultimate consumer in the instruction/assessment enterprise, the individual student, will reclaim his or her potential for self-directed mathematics learning.