With new standards emphasizing higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels. Aided by dozens of examples across grade levels and subject areas, readers will learn how to: take a student perspective and view assessment questions and tasks as qproblems to solveq; design multiple-choice questions that require higher-order thinking; understand the difference between qopenq and qclosedq questions and how to use open questions effectively; vary and control the features of performance assessment tasks, including cognitive level and difficulty, to target different thinking skills; and manage the assessment of higher-order thinking within the larger context of teaching and learning. Brookhart also provides an qidea bankq that teachers can use to jump-start their own thinking as they create assessments.Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond.Just writing one higher-order thinking question or performance assessment task, no matter how good, will not give ... I have tried to emphasize all along that performance assessment tasks require appropriate rubrics in order to be complete.
|Title||:||How to Design Questions and Tasks to Assess Student Thinking|
|Author||:||Susan M. Brookhart|
|Publisher||:||ASCD - 2014-08-20|