A Comparative Study of Higher-Order Thinking and Teaching in the United States and United Kingdom

Autor/inn/en	Solanki, Vibhakumari; Evans, Brian R.
Titel	A Comparative Study of Higher-Order Thinking and Teaching in the United States and United Kingdom
Quelle	In: Curriculum and Teaching, 35 (2020) 2, S.45-63 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/35.2.04
Schlagwörter	High Stakes Tests; Standardized Tests; Foreign Countries; Academic Achievement; Cross Cultural Studies; Teaching Methods; Test Preparation; Test Content; Thinking Skills; Comparative Analysis; 21st Century Skills; Taxonomy; Schemata (Cognition); Difficulty Level; Relevance (Education); Exit Examinations; High School Students; State Standards; Secondary School Teachers; Grade 10; Grade 11; Teacher Attitudes; United Kingdom; New York; New York State Regents Examinations + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Ausland; Schulleistung; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufgabe; Denkfähigkeit; Taxonomie; Cognition; Schema; Kognition; Schwierigkeitsgrad; Relevance; Relevanz; Final examination; Abschlussprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Lehrerverhalten; Großbritannien
Abstract	The United States and the United Kingdom have used standardized high-stakes testing as a measurement of students' cognitive level to determine success in the 21st century. Standardized tests have given teachers guidance to help them determine what to teach students and how to teach to the test. With such increased emphasis on high-stakes standardized tests, students are being taught based on tested content. This study evaluates the frequency of higher-and lower-order items in the respective country's standardized test, and analyzes the teaching of higher-order thinking within classroom instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01