Literaturnachweis - Detailanzeige
Autor/inn/en | Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun |
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Titel | Conceptualizing and Assessing Higher-Order Thinking in Reading |
Quelle | In: Theory Into Practice, 54 (2015) 3, S.203-212 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
DOI | 10.1080/00405841.2015.1044367 |
Schlagwörter | Thinking Skills; Reading Skills; Difficulty Level; Reading Comprehension; Reader Text Relationship; Formative Evaluation; Summative Evaluation; Reading Processes; Reading Strategies; Metacognition; Critical Reading |
Abstract | Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and research in reading, and standards and assessment initiatives. We conclude with the considerations in assessments of higher-order thinking in reading that can help teachers and students work toward attainment of the Common Core State Standards. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |