Conceptualizing and Assessing Higher-Order Thinking in Reading

Afflerbach, Peter; Cho, Byeong‐Young; Kim, Jong-Yun

doi:10.1080/00405841.2015.1044367

Cited by 47 publications

(34 citation statements)

References 15 publications

(14 reference statements)

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“…Critical readers are able to interpret, analyze, and evaluate different aspects of the text which include context, structure, and purpose of the text (Afflerbach, 2015). Furthermore, they are able to make complex inferences by using information from the text and prior knowledge of the readers.…”

Section: Figure 1 Bloom's Taxonomy and Thinking Skills Levelmentioning

confidence: 99%

The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia

Paramartha

2017

JERE

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This study aimed at investigating the quality of 40-item multiple-choice taken from Reading III class in English Education Department. It was carried out in order to get clearer picture and provide feedbacks on how the Critical Reading test for the new curriculum should be developed and what factors should be taken into account when developing the test. The data were taken from 24 fourth semester students in English Education Department, Unidksha, Bali who took the reading test. The data were analyzed by conducting Classical Test Theory analysis with the assistance of jMetrik software. In general, the result shows that the test was consistent but it was easy and only 40% of total items are eligible to be used. Along the findings and discussion, some feedbacks are provided for future development for the reading test.

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Section: Figure 1 Bloom's Taxonomy and Thinking Skills Levelmentioning

confidence: 99%

The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia

Paramartha

2017

JERE

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“…Because we anticipated that the demands of reading comprehension would change developmentally (Adlof, Perfetti, & Catts, 2011;Afflerbach, Cho, & Kim, 2015), we sampled elementary, middle, and high school children. Specifically, a series of studies has shown that the relation between listening comprehension and reading comprehension increases over time, particularly in later elementary school, as the texts that are read and the questions asked about those texts become increasingly complex (e.g., Catts, Adolf, Hogan, & Weismer, 2005;Diakidoy, Stylianou, Karefillidou, & Papageorgiou, 2005;Vellutino, Tunmer, Jaccard, & Chen, 2007).…”

mentioning

confidence: 99%

What Does the CBM-Maze Test Measure?

Muijselaar

Kendeou

Jong

et al. 2017

Scientific Studies of Reading

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“…There are a variety of terms used that are described as higher order skills such as: transfer, critical thinking and problem solving (Brookhart, 2010); inventive thinking skills, which includes 'higher order thinking and sound reasoning' (Abdullah & Osman, 2010); higher order reading skills (Afflerbach, Cho, & Kim, 2015); articulated learnings (Ash et al, 2005); problem-solving taxonomy (Barak, 2013). However, these terms all include skills associated with each other and multiliteracy for example -critical thinking skills include applying, analysing, evaluating and communicating; higher order thinking skills involves locating or recalling, applying, analysing, evaluating and synthesising.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the validity of the online multiliteracy assessment tool

Buckley-Walker

Tognolini

Lockyer

et al. 2017

Australian Journal of Education

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This study aims to assess the validity of the Online Multiliteracy Assessment for students in Years 5 and 6. The Online Multiliteracy Assessment measures students' abilities in making and creating meaning, using a variety of different modes of communication, such as text, audio and video. The study involved selecting two groups of students: the first group (n=19) was used in two pilot studies of the items and the second (n=299) was used in a field trial validating the functioning of the items and assessing the quality of the scale. The results indicated that the Online Multiliteracy Assessment has acceptable test-retest reliability; however, the fit to the Rasch model was less than ideal. Further investigation identified two important areas for improvement. First, the items assessing the higher order skills of synthesising, communicating and creating need to be more cognitively demanding. Second, some items need to be modified in order to improve their functionality.

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Conceptualizing and Assessing Higher-Order Thinking in Reading

Cited by 47 publications

References 15 publications

The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia

The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia

What Does the CBM-Maze Test Measure?

Evaluating the validity of the online multiliteracy assessment tool

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