Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
The Type Of Questions Being Promoted In A 3rd Grade Reading Textbook, Suzanne Olivero
The Type Of Questions Being Promoted In A 3rd Grade Reading Textbook, Suzanne Olivero
Seton Hall University Dissertations and Theses (ETDs)
Asking questions is essential for checking student understanding and keeping them engaged with the task at hand. It is crucial to the way students receive and process information and it encourages independent and critical thinking. Statistics show that the average teacher asks between 300 and 400 questions per day. To have the desired effect, these questions need to be effective, well-considered, and challenging.
Effective, cognitively complex questioning involves using questions in the classroom to open conversations, inspire deeper intellectual thought, and promote student-to-student interaction. Effective questions focus on eliciting the process, i.e. the ‘how’ and ‘why’ in a student’s response, …
An Analysis Of The Complex Thinking Requirements Of The Terranova And Iowa Practice Tests In English/Language Arts For Grade 8: A Tale Of Two Tests, Armand Lamberti
An Analysis Of The Complex Thinking Requirements Of The Terranova And Iowa Practice Tests In English/Language Arts For Grade 8: A Tale Of Two Tests, Armand Lamberti
Seton Hall University Dissertations and Theses (ETDs)
ABSTRACT
The importance of higher-order thinking, 21st-Century Skills, and standardized testing are important issues in education. TerraNova and IOWA tests are widely used to assess students’ academic competence. The publishers of the TerraNova and IOWA tests claim that their assessment instruments challenge students to employ higher-order thinking skills. This study sought to examine and describe ways in which the language found in the TerraNova and IOWA English/Language Arts practice tests compared with the language that promotes higher-order thinking found in the literature. A convergent, parallel mixed-methods study with qualitative and quantitative content analysis methods was conducted to (a) …
An Analysis Of The Higher Order Thinking Requirements Of Parcc Practice Assessments In Grades 3 And 4, Leslie A. Solis-Stovall
An Analysis Of The Higher Order Thinking Requirements Of Parcc Practice Assessments In Grades 3 And 4, Leslie A. Solis-Stovall
Seton Hall University Dissertations and Theses (ETDs)
Abstract
This mixed methods study aimed to categorize and analyze the frequencies and percentages of complex thinking in the PARCC practices assessments grades 3 and 4. The Hess’ Cognitive Rigor Matrix was employed for the first part of the study to code each of the PARCC assessment questions in Language Arts and Mathematics Grades 3 and 4 based on pre-existing codes. Deductive category application was utilized to connect the language from Hess’ Cognitive Rigor Matrix to the language of the questions in the tests. To ensure reliability we utilized the double-rater read behind method as in other similar studies. In …