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An Analysis Of The Higher-Order Thinking Requirements Of An End-Of-Course Ela Assessment, Timothy J. Dowd
An Analysis Of The Higher-Order Thinking Requirements Of An End-Of-Course Ela Assessment, Timothy J. Dowd
Seton Hall University Dissertations and Theses (ETDs)
Higher-order thinking has been promoted in the American classroom for several decades. Summative assessments have the dual role of ascertaining the student’s proficiency and also providing them with opportunities to employ various cognitive behaviors and to offer them with opportunities to demonstrate their ability to think in complex ways. The creators of one such summative assessment, the North Carolina End-of-Course English II Test, claim that their test provides up to 40% of its items at the higher-order of thinking. The purpose of this convergent mixed-methods study was to investigate how the language found in the released items on the North …
Analyzing The Cognitive Complexity Of The Questions Contained On Assessments Of College And Career Readiness For Grades 6-12, Sean D. Cronin
Analyzing The Cognitive Complexity Of The Questions Contained On Assessments Of College And Career Readiness For Grades 6-12, Sean D. Cronin
Seton Hall University Dissertations and Theses (ETDs)
This convergent, parallel, mixed-methods study with qualitative and quantitative content analysis methods was conducted to identify what type of thinking is required by the College and Career Readiness Assessment (CCRA+) by (a) determining the frequency and percentage of questions categorized as higher-level thinking within each cell of Hess’ Cognitive Rigor Matrix and (b) determining in what ways are the skills identified as essential for success in the workplace by global organizations assessed on the CCRA+? The qualitative method consisted of a content analysis of the language of the analyzed assessment prompts, followed by deductive coding, and culminated with categorizing the …