Do Curriculum Outcomes and Assessment Activities in Science Encourage Higher Order Thinking?

FitzPatrick, Beverly; Schulz, Henry

doi:10.1080/14926156.2015.1014074

Cited by 51 publications

(48 citation statements)

References 32 publications

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“…This finding was unexpected because it has been suggested (Anderson & Krathwohl, 2001;Ash, Clayton, & Atkinson, 2005;Kimber & Wyatt-Smith, 2010) that the cognitive demand of the higher order skills (e.g., creating) is greater than that of the lower order skills (e.g., understanding).…”

Section: Discussioncontrasting

confidence: 41%

“…When constructing the test, the item writers predicted that the skills represented various levels of cognitive depth which were largely in accord with Bloom's Taxonomy (e.g., Anderson & Krathwohl, 2001; refer to Figure 3). When the items were constructed the expectation was that the mean difficulty of the items assessing locating would be lower than the mean difficulty of the items assessing applying.…”

Section: Discussionmentioning

confidence: 95%

“…Items which assessed the skill of locating would be the least cognitively demanding and, as such, would be to the left hand end of the developmental continuum. The next most demanding items would be those which assessed understanding, applying, analysing, evaluating, synthesising, creating and communicating being the most difficult (Anderson & Krathwohl, 2001;Bloom, 1956;Churches, 2009;Turcsányi-Szabó, 2012). However, the data did not support this expected ordering of the skills.…”

Section: Skillsmentioning

confidence: 99%

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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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Section: Discussioncontrasting

confidence: 41%

Section: Discussionmentioning

confidence: 95%

Section: Skillsmentioning

confidence: 99%

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Evaluating the validity of the online multiliteracy assessment tool

Buckley-Walker

Tognolini

Lockyer

et al. 2017

Australian Journal of Education

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“…Higher order thinking skills involves skill to decide a complicated matter requiring critical thinking skills and problem-solving [12]. Higher order thinking is hard to teach, but more beneficial for the future since it will always be used to manage a new situation [5], [13].…”

Section: B Higher Order Thinking Skillmentioning

confidence: 99%

“…The cooperative learning model is one of the learning models that involves learning to know, learning to do, learning to be, and learning to live together [13], [18]. This learning model can help students in developing positive attitudes in learning physics and decrease or even eliminate anxiety towards physics that many students experience.…”

Section: Cooperative Learningmentioning

confidence: 99%

E-Learning Impacts on Critical Thinking Skills in Science Learning

Sulisworo*,

Kusumaningtyas,

Handayani

2019

IJRTE

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Learning in the 21st-century demands learning outcomes which are relatively different to the previous ones; they are well-known as 4C (collaboration, critical thinking, creativity, and communication). The rapid development of information and communication technology makes information in various needs easier to be accessed. This new requirement drives to the needs of learning innovation development. Theory, concept and cooperative or collaborative learning practice are believed by educators to have significant benefits on the development and the enhancement of student capabilities and skills on the various educational level. This research aims to find out how online cooperative learning implemented with various applications influences the increase of critical thinking skills as one of higher order thinking skills. The research method used was quantitative research with the ANOVA method. The data used was secondary data obtained from previous analyses conducted by the researcher together with students. The research stages started by tracing the results of previous studies and re-tabulated them following variables to be researched. Next, the preconditioning test on the results obtained was done to be used on the selected statistical analysis. From the outcome of this research, it can be concluded that there is an influence of online cooperative learning implementation towards critical thinking skill enhancement of secondary school students. In this research, it appears that the highest averages of critical thinking skill score are obtained for blended learning (79.08), discussion facilitated PhET (77.03), TPS with OER (69.87) sequentially for the top three. From the deviation score, the lowest deviations are PBL using OER (6.34), discussion facilitated PhET (6.66), and blended learning (6.67) sequentially from the lowest. Besides, there is a difference of influence among various strategies of online cooperative learning. With F-test, it seems that there is a significant influence of learning strategy towards the performance or critical thinking skill score with a significant level of 5%. Blended learning has an influence which is significantly not different (0.961) to discussion facilitated PhET. PBL using OER has an impact which is significantly not different (0.134) to Student Worksheet. However, with others, the influence is significantly different on the enhancement of critical thinking skills.

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