Conceptualizing and assessing higher order thinking in reading
- Authors
- Afflerbach, Peter; Cho, Byeong Young; Kim, Jong-Yun
- Issue Date
- Jul-2015
- Publisher
- ROUTLEDGE JOURNALS
- Citation
- THEORY INTO PRACTICE, v.54, no.3, pp.203 - 212
- Indexed
- SSCI
SCOPUS
- Journal Title
- THEORY INTO PRACTICE
- Volume
- 54
- Number
- 3
- Start Page
- 203
- End Page
- 212
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/143415
- DOI
- 10.1080/00405841.2015.1044367
- ISSN
- 0040-5841
- 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.
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Collections - 서울 사범대학 > 서울 국어교육과 > 1. Journal Articles
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