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- W116182912 abstract "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) Reproductions supplied by EDRS are the best that can be made from the original document. * Using Tests to Evaluate the Impact of Curricular Reform on Higher Order Thinking U S. DEPARTMENT OF EDUCATION Office 01 Educatronal Research and Improvement ED ,ATIONAL RESOURCES INFORMATION CENTER tERICI Thts document has Peen reproduced as reCe.ve0 Porn the person or orgroutatpn orrginafing .1 C MInor changes have been made to ,mprOve reproductron duahly Pornis of view 0 opanons stated n INS CIOCu ment do not necessardy represent olfictal OE RI pOsdion or 00500 Alan Davis" @default.
- W116182912 created "2016-06-24" @default.
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- W116182912 title "Using Tests To Evaluate the Impact of Curricular Reform on Higher Order Thinking." @default.
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