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

2011; Ankara University; Linguagem: Inglês

1473-0111

Tony Thompson,

Higher Education Learning Practices

This research provides insight into one US state‘s effort to incorporate higherorder 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 loweror 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.