Higher-order thinking in the high-stakes accountability era : linking student engagement and standardized test performance

2009 ◽  
Author(s):  
Justin A. Collins
Keyword(s):  
Student Engagement ◽  
Test Performance ◽  
Standardized Test ◽  
Higher Order Thinking ◽  
Higher Order ◽  
High Stakes ◽  
Accountability Era ◽  
Standardized Test Performance

A Comparative Study of Higher-Order Thinking and Teaching in the United States and United Kingdom

2020 ◽  
Vol 35 (2) ◽  
pp. 45-63
Author(s):  
Vibhakumari Solanki ◽  
Brian R. Evans
Keyword(s):  
United States ◽  
United Kingdom ◽  
Standardized Tests ◽  
Standardized Test ◽  
High Stakes Testing ◽  
Higher Order Thinking ◽  
The United States ◽  
Higher Order ◽  
High Stakes ◽  
The United Kingdom

The United States and the United Kingdom have used standardized high-stakes testing as a measurement of students’ cognitive level to determine success in the 21st century. Standardized tests have given teachers guidance to help them determine what to teach students and how to teach to the test. With such increased emphasis on high-stakes standardized tests, students are being taught based on tested content. This study evaluates the frequency of higher-and lower-order items in the respective country’s standardized test, and analyzes the teaching of higher-order thinking within classroom instruction.

scholarly journals INFLUENCE OF IRRELEVANT SPEECH ON STANDARDIZED TEST PERFORMANCE

2002 ◽  
Vol 2002 (1) ◽  
pp. i-46
Author(s):  
Donald E. Powers ◽  
Wendy Albertson ◽  
Thomas Florek ◽  
Kathy Johnson ◽  
John Malak ◽  
...  
Keyword(s):  
Test Performance ◽  
Standardized Test ◽  
Irrelevant Speech ◽  
Standardized Test Performance

scholarly journals Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

2021 ◽  
Vol 12 (1) ◽  
pp. 11-27
Author(s):  
Uwe Krause ◽  
Tine Béneker ◽  
Jan van Tartwijk
Keyword(s):  
Secondary Education ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Knowledge Structures ◽  
High Stakes ◽  
Upper Secondary Education ◽  
Task Setting ◽  
Abstract Knowledge ◽  
Upper Secondary ◽  
High Stakes Exams

Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

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