Critical thinking and formative assessments: increasing the rigor in your classroom
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Larchmont, NY
Eye On Education
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIX, 156 S. Ill., graph. Darst. |
| ISBN: | 9781596671263 |
Internformat
MARC
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| 100 | 1 | |a Moore, Betsy |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Critical thinking and formative assessments |b increasing the rigor in your classroom |c Betsy Moore and Todd Stanley |
| 264 | 1 | |a Larchmont, NY |b Eye On Education |c 2010 | |
| 300 | |a XIX, 156 S. |b Ill., graph. Darst. | ||
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Datensatz im Suchindex
| _version_ | 1804140697673007104 |
|---|---|
| adam_text | TABLE 01 CONTENTS INTRODUCTION: WHYCRITICAL THINKING? XVII PART I THE
BASICS OF CRITICAL THINKING 1 BLOOM S TAXONOMY 101 . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 1 BLOOM S TAXONOMY . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 1 THE HISTORY OFBLOOM S
TAXONOMY . . . . . . . . . . . . . . . . . . . . . . . . 2 WHAT EXACTLY
IS BLOOM S TAXONOMY? . . . . . . 2 THE NEW BLOOM STAXONOMY . . . . . . .
. . . . . . . . . . . . . . . 5 THE CRITICAL PART OF BLOOM S TAXONOMY
101 . . . . . . . . . . . . . . 6 2 LOWER-LEVEL THINKING AND
HIGHER-LEVEL THINKING: WHAT S THE DIFFERENCE? . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 7 THERE IS A DIFFERENCE . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 7 LOWER- LEVEL
THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
HIGHER-LEVEL THINKING . . . . . . . . . . . . . . . . . . . . . . . 10
THE FINAL WAY OF THINKING . . . . . . . . . . . . . . . . . . . . . . .
. .. 12 THE CRITICAL PART OF LOWER-LEVEL THINKING AND HIGHER-LEVEL
THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .. 13 3 HOW DO CRITICAL THINKING SKILLS ENHANCE STUDENT ACHIEVEMENT? .
. . 14 WHY CRITICAL THINKING? 14 DEVELOPMENTAL READINESS . . . . . . . .
. . . . . . . . . . . . . . . . . . . 15 COGNITIVE ABILITY AND CRITICAL
THINKING. . . . . . . . . . . . . . . . . . . . 16 CRITICAL THINKING
SKILLS AND HIGHER ACHIEVEMENT. 16 CRITICAL THINKING AND HIGH-STAKES
TESTS. . . . . . . . . . . . . . . . . . . 17 CRITICAL THINKING SKILLS
AND LIFE BEYOND SCHOOL . . . . . . . . . . .. . 20 THE CRITICAL PART
OF CRITICAL THINKING SKILLS AND STUDENT ACHIEVEMENT. . . . . . . . . . .
. . . . . . . . . . . . . . . . . .. . 22 XIII 4 HOW TO WRITE
LOWER-LEVEL QUESTIONS: KNOWLEDGE, COMPREHENSION, AND APPLICATION . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 WHAT IS
LOWER-LEVEL THINKING? . . . . . . . . . . . . . . . . . . . .. . 23
KNOWLEDGE LEVEL . 24 COMPREHENSION LEVEL . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 26 APPLICATION LEVEL 28 THE CRITICAL PART
OF WRITING LOWER-LEVEL QUESTIONS 30 5 HOW TO WRITE HIGHER-LEVEL THINKING
QUESTIONS: ANALYSIS, SYNTHESIS, AND EVALUATION. . . . . . . . . . . . .
. . . . . . . . . . . . 32 WHAT IS HIGHER-LEVEL THINKING? 32 ANALYSIS
LEVEL . 33 SYNTHESIS LEVEL . 36 EVALUATIONLEVEL. 38 6 WRITING FORMATIVE
ASSESSMENTS WITH CRITICAL THINKING QUESTIONS . . 42 WHAT IS A FORMATIVE
ASSESSMENT? . . . . . . . . . . . . . . . . . . . . 42 THE SCORE PROCESS
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 STEP 1:
UNDERSTANDING THE STATE STANDARDS AND STATE ASSESSMENTS . 44 STEP 2:
DEVELOPING A PACING GUIDE . . . 47 STEP 3: DEVELOPING AN ASSESSMENT . .
. . . . . . . . . . . . . . . . . 50 STEP 4:ADMINISTERING THE ASSESSMENT
. . . . . . . . . . . . . . . . . . 52 ANSWERS TO CRITICAL THINKING
QUESTIONS- WHAT TO LOOK FOR 52 THE CRITICAL PART OF WRITING FORMATIVE
ASSESSMENTS WITH CRITICAL THINKING QUESTIONS 52 7 ANALYZING THE DATA
FROM CRITICAL THINKING QUESTIONS: WHAT DOES ITALLMEAN? . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . .. . 54 STEP 5: ANALYZING THE
DATA FROM THE ASSESSMENT . . . . . . . . . .. . 54 GRADING THE CRITICAL
THINKING QUESTIONS IN FORMATIVE ASSESSMENTS . 55 COMPILINGTHEDATA . .
. . . . . . . . . . . . . . . .. . 56 ANALYZING THE DATA . . . . . . . .
. . . . . . . . . . . . . . . . . . . .. . 58 THE CRITICAL PART OF
ANALYZING THE DATA FROM CRITICAL THINKING QUESTIONS . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 62 8 INSTRUCTIONAL
STRATEGIES TO DEVELOP CRITICAL THINKING SKILLS IN THE CLASSROOM . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 64
YOUHAVETHEDATA,NOWWHAT? . . . . . . . . . . . . . . . . . . . . 64 STEP
6: MAKING INSTRUCTIONAL IMPROVEMENTS BASED ON THE DATA 64 FACTORS
INFLUENCING THE TEACHING OF CRITICAL THINKING SKILLS 65
WHATABOUTREVIEWTIME? . . . . . . . . . . . . . 65 HOW TO PROVIDE TIME TO
TEACH CRITICAL THINKING . . . . . . . 66 XIV SPECIFIC STRATEGIES TO
TEACH EACH OF THE CRITICAL LEVELS OF BLOOM S 68 THE CRITICAL PART OF
INSTRUCTIONAL STRATEGIES TO DEVELOP CRITICAL THINKING SKILLS IN THE
CLASSROOM . . 70 EPILOGUE: WHERE TO GO FROM HERE . . . 73 PARTII
BLUEPRINTSFORTHEPROCESS...... 75 1. THE OLD BLOOM S AND THE NEW
BLOOM S:WHAT S THE DIFF?? 78 2. WHAT LEVEL OF THINKING IS IT? . . . . .
. . . . . . . . . . 79 3. HIGHER-LEVEL QUESTIONS FOR YOUNGER LEAMERS . .
. . . . 84 4. HOW TO WRITE MULTIPLE CHOICE QUESTIONS FOR ALL LEVELS OF
THINKING. . 87 5. AT WHAT LEVEL AM I ASKING MY STUDENTS TO THINK? 88 6.
HOW TO WRITE A TWO-PART MULTIPLE CHOICE QUESTION . . 90 7. I CAN .... .
. . . . . . . . . . . . . . . . . . . . . . . . 92 8. HOW I WOULD
INSTRUCT IT/HOW I WOULD ASSESS IT . . 93 9. QUESTIONS CONVERSION CHART .
. 94 10. THE TAXONOMY TABLE . . . . . . . . . . . . . . . . . . 95 11. A
COMPLETED TAXONOMY TABLE . . . . . . . . . . . . 96 12. CURRICULUM
PACING GUIDE . . . . . . . . . . . . . . . . . . . . 98 13. LEVELED
PACING GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
99 14. SAMPIE QUESTIONS . . . . . . . . . . 100 15. SHORT-CYCLE
ASSESSMENT CHECKLIST . . . . . . . . . . . . . . . 137 16. CRITICAL
THINKING FLOWCHART . . . . . . . . . . . . . . . . . . . 138 17.
DEVELOPING ANSWER RUBRICS FOR CRITICAL THINKING QUESTIONS 139 18.
DETAILED ANSWER KEY . . . . . . . . . . . . . . . . . . 142 19..
CRITICAL THINKING DATA CHART . . . . . . . . . . . . . 144 20. CLASS
PROFILE GRAPH FOR CRITICAL THINKING QUESTIONS 145 21. PROFICIENCY ON
CRITICAL THINKING ITEMS CHART . . . . 146 22. CRITICAL THINKING ITEM
ANALYSIS GRAPH. . . . . . . 147 23. QUESTIONS TO ASK WHEN ANALYZING DATA
WITH REGARD TO CRITICAL THINKING SKILLS . . . . . . . . . . . . . . .
148 24. INSTRUCTIONAL TIME DISTRIBUTION GRAPH . 150 25. SIMILARITIES AND
DIFFERENCES CHART . 151 26. ANALYSIS CHART 152 27. SYNTHESIS CHART . . .
. . . . . . . . . . . . 153 28. EVALUATION CHART . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .. 154 REFERENCES . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .. 155 XV
|
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| isbn | 9781596671263 |
| language | English |
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| physical | XIX, 156 S. Ill., graph. Darst. |
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| spelling | Moore, Betsy Verfasser aut Critical thinking and formative assessments increasing the rigor in your classroom Betsy Moore and Todd Stanley Larchmont, NY Eye On Education 2010 XIX, 156 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Critical thinking Study and teaching Lernziel (DE-588)4035421-0 gnd rswk-swf Kritisches Denken (DE-588)4231288-7 gnd rswk-swf Lernziel (DE-588)4035421-0 s Kritisches Denken (DE-588)4231288-7 s DE-604 Stanley, Todd Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018628819&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Moore, Betsy Stanley, Todd Critical thinking and formative assessments increasing the rigor in your classroom Critical thinking Study and teaching Lernziel (DE-588)4035421-0 gnd Kritisches Denken (DE-588)4231288-7 gnd |
| subject_GND | (DE-588)4035421-0 (DE-588)4231288-7 |
| title | Critical thinking and formative assessments increasing the rigor in your classroom |
| title_auth | Critical thinking and formative assessments increasing the rigor in your classroom |
| title_exact_search | Critical thinking and formative assessments increasing the rigor in your classroom |
| title_full | Critical thinking and formative assessments increasing the rigor in your classroom Betsy Moore and Todd Stanley |
| title_fullStr | Critical thinking and formative assessments increasing the rigor in your classroom Betsy Moore and Todd Stanley |
| title_full_unstemmed | Critical thinking and formative assessments increasing the rigor in your classroom Betsy Moore and Todd Stanley |
| title_short | Critical thinking and formative assessments |
| title_sort | critical thinking and formative assessments increasing the rigor in your classroom |
| title_sub | increasing the rigor in your classroom |
| topic | Critical thinking Study and teaching Lernziel (DE-588)4035421-0 gnd Kritisches Denken (DE-588)4231288-7 gnd |
| topic_facet | Critical thinking Study and teaching Lernziel Kritisches Denken |
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