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ERIC Number: EJ1068278
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0040-5841
Conceptualizing and Assessing Higher-Order Thinking in Reading
Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun
Theory Into Practice, v54 n3 p203-212 2015
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and research in reading, and standards and assessment initiatives. We conclude with the considerations in assessments of higher-order thinking in reading that can help teachers and students work toward attainment of the Common Core State Standards.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A