000			03225cam a2200397 i 4500
001			ocn613993467
003			OCoLC
005			20240726100422.0
008			100507s2010 vaua b 001 0 eng
010			_a2010018842
020			_a9781416610489
035			_a(OCoLC)613993467
040			_aDLC _beng _erda _cDLC _dYDX _dHNW _dCOA _dYDXCP _dCDX _dCTB _dOSU _dSBI
049			_aSBIM
050	0	4	_aLB1590.B872.H698 2010
050	0	4	_aLB1590
100	1		_aBrookhart, Susan M, _e1hor
245	1	0	_aHow to assess higher-order thinking skills in your classroom / _cSusan M. Brookhart. _hPR
260			_aAlexandria, Virginia : _bAmerican SamoaCD, _c(c)2010.
300			_a159 pages : _billustrations ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a2
505	0	0	_tGeneral principles for assessing higher-order thinking -- _tAssessing analysis, evaluation, and creation -- _tAssessing logic and reasoning -- _tAssessing judgment -- _tAssessing problem solving -- _tAssessing creativity and creative thinking.
520	0		_aEducators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K 12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize. Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then defines and describes aspects of higher-order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in the following areas: analysis, evaluation, and creation; logic and reasoning; judgment; problem solving; and creativity and creative thinking. Examples drawn from the National Assessment of Educational Progress and from actual classroom teachers include multiple-choice items, constructed-response (essay) items, and performance assessment tasks. Readers will learn how to use formative assessment to improve student work and then use summative assessment for grading or scoring. Aimed at elementary, middle, and high school teachers in all subject areas, How to Assess Higher-Order Thinking Skills in Your Classroom provides essential background, sound advice, and thoughtful insight into an area of increasing importance for the success of students in the classroom--and in life.
530			_a2
650		0	_aThought and thinking _xStudy and teaching (Secondary)
650		0	_aCritical thinking _xStudy and teaching (Secondary)
650		0	_aCognition in children.
907			_a.b16063715 _b09-04-13 _c12-09-11
942			_cBK _hLB _m2010 _e _i2018-07-15 _k0.00
998			_acim _ang _avcm _b03-04-13 _cm _da _e- _feng _gvau _h0
994			_aC0 _bSBI
945			_g1 _i31923001844527 _j2 _lcimc _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i19979976 _z03-04-13
999			_c19778 _d19778
902			_a1 _bCynthia Snell _c1 _dCynthia Snell