Conceptualizing and Assessing Higher-Order Thinking in Reading

被引：25

作者：

Afflerbach, Peter ^{[1
]}

Cho, Byeong-Young ^{[2
]}

Kim, Jong-Yun ^{[3
]}

机构：

[1] Univ Maryland, Coll Educ, Reading, College Pk, MD 20742 USA

[2] Univ Pittsburgh LRDC, Pittsburgh, PA USA

[3] Korea Univ, Coll Educ, Seoul, South Korea

来源：

THEORY INTO PRACTICE | 2015年 / 54卷 / 03期

关键词：

SELF-REGULATION; STRATEGIES; PROSPECTS; PATTERNS; SKILLS;

D O I：

10.1080/00405841.2015.1044367

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：203 / 212

页数：10

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