• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

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

    Thumbnail
    View/Open
    Tom_2008_02Thesis.pdf (8.979Mb)
    Author(s)
    Tom, Christine
    Primary Supervisor
    Russell, Neil
    Year published
    2008
    Metadata
    Show full item record
    Abstract
    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.
    View less >
    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/924
    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
    Publication URI
    http://hdl.handle.net/10072/365880
    Collection
    • Theses - Higher Degree by Research

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander