Using Modern Measurement Theory to Validate Teachers' Assessment of Higher order Thinking

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Author(s)
Primary Supervisor
Russell, Neil
Year published
2008
Metadata
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This thesis uses the latest advances in measurement theory to validate teachers' assessment of higher order thinking. The study developed a measurement scale of higher order thinking skills that can be used to monitor student performance in higher order thinking and contribute to the quality of teacher assessments of student performance in higher order thinking. Traditionally this process would involve starting with defining the construct (higher order thinking); delineating it into its component parts; operationalising it by constructing items or tasks to assess the parts; administrating the tasks to students; and using the ...
View more >This thesis uses the latest advances in measurement theory to validate teachers' assessment of higher order thinking. The study developed a measurement scale of higher order thinking skills that can be used to monitor student performance in higher order thinking and contribute to the quality of teacher assessments of student performance in higher order thinking. Traditionally this process would involve starting with defining the construct (higher order thinking); delineating it into its component parts; operationalising it by constructing items or tasks to assess the parts; administrating the tasks to students; and using the resuilts from the exercise to locate the task or component parts of the tasks onto the developmental continuum. What characterises this study is that the starting point was the understanding of the construct by a group of teachers who have been assessing higher order skills for a number of years in a practical environment.
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View more >This thesis uses the latest advances in measurement theory to validate teachers' assessment of higher order thinking. The study developed a measurement scale of higher order thinking skills that can be used to monitor student performance in higher order thinking and contribute to the quality of teacher assessments of student performance in higher order thinking. Traditionally this process would involve starting with defining the construct (higher order thinking); delineating it into its component parts; operationalising it by constructing items or tasks to assess the parts; administrating the tasks to students; and using the resuilts from the exercise to locate the task or component parts of the tasks onto the developmental continuum. What characterises this study is that the starting point was the understanding of the construct by a group of teachers who have been assessing higher order skills for a number of years in a practical environment.
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Thesis Type
Thesis (PhD Doctorate)
Degree Program
Doctor of Philosophy (PhD)
School
School of Education and Professional Studies
Copyright Statement
The author owns the copyright in this thesis, unless stated otherwise.
Item Access Status
Public
Note
This thesis has been scanned as the CD supplied was blank.
Subject
Higher order thinking
Teachers' assessments
Secondary education
Curriculum