An Analysis of Higher-Order Thinking on Algebra I End-of-Course Tests

Autor/in	Thompson, Tony
Titel	An Analysis of Higher-Order Thinking on Algebra I End-of-Course Tests
Quelle	In: International Journal for Mathematics Teaching and Learning, (2011), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Test Items; Familiarity; Classification; Algebra; Thinking Skills; Student Evaluation; Mathematics Tests; Public Education; Test Construction; Mathematics Skills; North Carolina + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Classification system; Klassifikation; Klassifikationssystem; Denkfähigkeit; Schulnote; Studentische Bewertung; Öffentliche Erziehung; Testaufbau; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This research provides insight into one US state's effort to incorporate higher-order thinking on its Algebra I End-of-Course tests. To facilitate the inclusion of higher-order thinking, the state used "Dimensions of Thinking" (Marzano et al., 1988) and "Bloom's Taxonomy" (Bloom et al., 1956). An analysis of Algebra I test items found that the state's initial interpretation and application of "Dimensions of Thinking" and "Bloom's Taxonomy" was faulty and inconsistent; as a result, few Algebra I test items from 1998 and 2001 were found to assess higher-order thinking. Algebra I test items written in 2007 were found to be more cognitively complex. This case study provides several findings that other test item writers (whether for the classroom or large-scale assessments) can apply to their own situation regarding assessing for higher-order thinking. These includes the importance of: (a) considering the "familiarity" a student has with a test item in deciding whether the item is lower- or higher-order thinking; (b) using a mathematics specific assessment framework with a limited number of categories; and (c) not confusing test items placed in a "real-world" context with higher-order thinking. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10