Using Tests To Evaluate the Impact of Curricular Reform on Higher Order Thinking [electronic resource] / Alan Davis.
The dominant issues in considering the use of tests developed outside the classroom to measure the impact of curriculum reform on higher order thinking are reviewed by a panel interviewed for this discussion. Panel members are: (1) Stuart Kahl, (2) Robert Linn, (3) Senta A. Raizen, (4) Lauren Resnic...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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| Summary: | The dominant issues in considering the use of tests developed outside the classroom to measure the impact of curriculum reform on higher order thinking are reviewed by a panel interviewed for this discussion. Panel members are: (1) Stuart Kahl, (2) Robert Linn, (3) Senta A. Raizen, (4) Lauren Resnick, and (5) Thomas A. Romberg. It is conceded that, in the past, most tests used for program evaluation and accountability have not been good measures of thinking. To measure thinking, it is necessary to think in terms of systems of assessment, in which good tests may include a mixture of performance tasks, open-ended items, and multiple-choice items. Testing must occur on more than one occasion, and matrix sampling of tasks and occasions may allow inclusion of extended performance tasks. Test items should include appropriate novelty in order to test thinking, although it may not be entirely appropriate to report higher order thinking as something apart from subject content knowledge. To compare the impact of two different curricula, tests should include instructional content common to both (the intersection), or the combined content of both (the union). (Contains 5 references.) (SLD) |
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| Item Description: | ERIC Document Number: ED373114. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract Number: RR91182001. ERIC Note: Paper commissioned by the Curriculum Reform Project. |
| Physical Description: | 16 p. |
| Audience: | Policymakers. Administrators. Teachers. Practitioners. |