Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom’s

Lemons, Paula P.; Lemons, J. Derrick

doi:10.1187/cbe.12-03-0024

Cited by 73 publications

(66 citation statements)

References 27 publications

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“…Overall, regarding science teaching in high school, our results corroborate the idea that students should be increasingly motivated to do inquirybased activities, solve problems, discriminate among ideas, and make choices based on criteria and reasoned arguments (Krathwohl 2002, Mayer 2002, Novak 2003, Pavesi et al 2008, Lemons and Lemons 2013. As already demonstrated in many studies (Chinn and Malhotra 2002, Osborne and Dillon 2008, Blanchard et al 2009, Gerard et al 2010, science courses should engage students in higher-order thinking and avoid "the recall of factual information which often leads teachers into a pedagogy which emphasizes rote learning."…”

Section: Going Beyond Academic Integrity 765supporting

confidence: 73%

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Santos

Sant’Ana³

et al. 2017

An. Acad. Bras. Ciênc.

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Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.

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Section: Going Beyond Academic Integrity 765supporting

confidence: 73%

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Santos

Sant’Ana³

et al. 2017

An. Acad. Bras. Ciênc.

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show abstract

“…Though many teachers and educators agree that students' development of HOT is a primary focus of instruction, data show that only few classroom activities support the teaching of HOT (Lemons & Lemons, 2013). Teachers' cognition in relation to the teaching of higher order thinking could be a factor in this case.…”

Section: Teaching Of Higher Order Thinkingmentioning

confidence: 90%

The role of formative feedback in promoting higher order thinking skills in classrooms: a theoretical model

Butakor¹

2016

Afr. Res. Rev.

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Feedback plays an important role in the teaching and learning environment because it provides learners with information intended to help them improve their learning. For feedback to be successful in this role, the information from feedback must also highlight the type of thinking exhibited in performing any tasks. However, very few studies have been conducted to examine the role feedback plays in promoting higher order thinking. The purpose of this paper is to propose a theoretical feedback model that can promote higher order thinking. The components of the model include: conducive learning environment, instructional activities, task characteristics, validating students' thinking, and providing feedback. Future research is needed to empirically test the variables and their relationships as proposed in the model.

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“…The attention-facilitating feature of discussions is frequently overlooked when researchers and theorists discuss the value of active learning, but students find this to be a major benefit of class participation' (Roehling et al 2011:2). This makes group conferencing especially helpful to meet these goals in that it is a scaffolding process that provides opportunities to apply advanced concepts through dialogue-significantly tapping into the higher-order processes outlined in Bloom's taxonomy where analyzing, evaluating, and creating are valued over remembering and understanding-while keeping students interested and engaged (Lemons 2013, Vosen 2008and Hinton 1994.…”

Section: Discussion-orientedmentioning

confidence: 99%

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Bickford¹

2015

JOAW

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The Millennial Generation presents a unique set of challenges to the classroom, including the desire to multi-task and teamwork as well as a strong need for attention and validation. Frequently, this creates a conflict between the students' current skills and the teacher's expectations when it comes to drafting and revision efforts. Restructuring traditional peer response methods into a group conferencing method allows students to utilize their current strengths while building skills necessary for later writing assignments. By participating in a six-step activity that occurs during a seventy-five minute class period, students are asked to listen, read, write, respond, discuss, and apply writing techniques. Over the semester, the author finds that students are invited into the writing discourse by developing vocabulary representative of global writing issues (development, transitions, paragraph structure, etc.) as well as that of grammar and mechanics. In the process, students learn how to trust their instincts and listen to others while participating in a methodical approach to decision-making.

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Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom’s

Cited by 73 publications

References 27 publications

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

The role of formative feedback in promoting higher order thinking skills in classrooms: a theoretical model

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

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