Conceptualizing and Assessing Higher-Order Thinking in Reading

Bibliographic Data

ID4254614
AuthorsPeter Afflerbach, Byeong-Young Cho, Byeong‐young Cho (0000-0001-6489-2245), Jong-Yun Kim, Jong‐yun Kim (0000-0003-1698-2726)
Year2015
Volume54
Issue3
Pages203-212
Publication date2015-07-03
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2015.1044367
OpenAlexW1611833619
LanguageEN
Citations received5
References cited15

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

Cognitively Guided Instruction · Critical thinking · Higher education · Higher-Order Thinking · Linguistics · Mathematics education · Order (exchange · Pedagogy · Political science · Reading (process · Relation (database · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Educational Strategies and Epistemologies · Psychology

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