Tests Worth Teaching To
Constructing State-Mandated Tests That Emphasize Critical Thinking
Datos Bibliográficos
| ID | 9733571 |
|---|---|
| Autores | Stuart S Yeh (0000-0001-5111-134X, The Lynch School of Education at Boston College; . After January 14, 2002, he may be reached at the College of Education and Human Development at the University of Minnesota, Minneapolis, MN 55455. His research interests include educational testing, evaluation, and policy, autor de correspondencia) |
| Año | 2001 |
| Volumen | 30 |
| Número | 9 |
| Páginas | 12-17 |
| Fecha de publicación | 2001-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x030009012 |
| OpenAlex | W2129559742 |
| Idioma | EN |
| Citas recibidas | 12 |
| Referencias citadas | 17 |
In this article, I argue that state-mandated tests should focus on critical thinking, defined as careful argumentation. This would mitigate the primary criticism of such tests—that they drive an instructional focus on rote factual learning. Conceptualizing critical thinking in terms of argumentation provides a simple, useful way to focus instruction and assessment according to the type of critical thinking that appears to be valued in the workplace. I give an example of how this concept could be translated into a forced-choice test item. A test that combines both open-ended and forced-choice items could be used to assess critical thinking in a practical, cost-effective way. If one accepts the premise that tests drive curriculum and instruction, perhaps the easiest way to reform instruction and improve educational quality is to construct better tests
Argumentation theory · Construct (python library · Critical thinking · Criticism · Curriculum · Epistemology · Focus (optics · Mathematics education · Pedagogy · Premise · Quality (philosophy · Rote learning · Standardized test · Teaching method · Test (biology · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Educational Strategies and Epistemologies · Psychology
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
The Development of Argument Skills
Assessment of Teachers’ Beliefs about Classroom Use of Critical-Thinking Activities
The Assessment of Critical Thinking Critically Assessed in Higher Education
Preparing Emerging Doctoral Scholars for Transdisciplinary Research
Next generation social work research education
When Increasing Stakes Need Not Mean Increasing Standards
Measuring the acquisition of media‐literacy skills
Epistemological Diversity and Education Research
Designing and Validating Assessments of Complex Thinking in Science
The Effect of Perceived Learner Advantages on Teachers' Beliefs About Critical-Thinking Activities
A view from within
The Uses of Argument
The Skills of Argument
Effects of Dyadic Interaction on Argumentive Reasoning
Who Reasons Well? Two Studies of Informal Reasoning Among Children of Different Grade, Ability, and Knowledge Levels
Conflict between children
Empowering Education
A Systems Approach to Educational Testing
Put to the Test
A Developmental Model of Critical Thinking
Children's use of verbal strategies in resolving conflicts 1
Rethinking Transfer
| Obras citantes distintas | 12 |
|---|---|
| Citas por año | 0,5 |
| Intervalo de citas | 2002 - 2017 (16) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |