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ERIC Number: ED509819
Record Type: Non-Journal
Publication Date: 2010
Pages: 192
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-1-5966-7126-3
ISSN: N/A
Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom
Moore, Betsy; Stanley, Todd
Eye on Education
Develop your students' critical thinking skills and prepare them to perform competitively in the classroom, on state tests, and beyond. In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress. As states move toward common achievement standards, teachers have been called upon to provide higher levels of rigor in their classrooms. Moore and Stanley demonstrate critical thinking as a key approach to accomplishing this goal. They explore the benefits of critical thinking and provide the tools you need to develop and monitor critical thinking skills in the classroom. Topics include: (1) The Difference Between Higher-Level and Lower-Level Thinking; (2) Writing Higher-Level Thinking Questions; (3) Assessing Critical Thinking; and (4) Strategies to Develop Higher-Level Thinking Skills. Contents include: (1) Bloom's Taxonomy 101; (2) Lower-Level Thinking and Higher-Level Thinking: What's the Difference?; (3) How Do Critical Thinking Skills Enhance Student Achievement?; (4) How to Write Lower-Level Questions: Knowledge, Comprehension, and Application; (5) How to Write Higher-Level Thinking Questions: Analysis, Synthesis, and Evaluation; (6) Writing Formative Assessments with Critical Thinking Questions; (7) Analyzing the Data from Critical Thinking Questions: What Does It All Mean?; (8) Instructional Strategies to Develop Critical Thinking Skills in the Classroom; and (9) Epilogue: Where to Go From Here.
Eye on Education. 6 Depot Way West Suite 106, Larchmont, NY 10538. Tel: 888-299-5350; Fax: 914-833-0761; e-mail: service@eyeoneducation.com; Web site: http://www.eyeoneducation.com/
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A