Many books and resources exist to provide guidance and support in assessing higher order thinking skills. In this topic thread, we have discussed how coding projects can provide the “evidence” that higher order thinking has taken place in order for the creation, solution, or product to be completed. However, how can the overall thinking process be truly assessed so that teachers and students can become more aware of those processes in planning and implementing new ideas and projects? How can thinking be assessed so that students can realize how and where their thinking should be expanded or probed further?
As in most areas of study or projects of work, the full scope is difficult to quantify in any helpful manner, rubrics provide the most effective way to attempt this. Precisely because rubrics provide the full scope of possibilities, students can then review and understand their own strengths and challenges moving forward and developing stronger thinking skills. What kinds of scope then should be considered?
As we have already discussed, there are several main areas of consideration. These should include: understanding/comprehension, analysis, synthesis and application (please review Bloom’s Taxonomy of higher order thinking skills). With new and newer technology (including coding), as well as the pressure of standardized testing, many have modified that list over the years. Regardless, depending on the project, there are many possible thinking skills which could be identified and described on a rubric, so that students can see clearly what is expected and how it can be achieved.
SCRIBD provides a useful rubric outline for your reference. We would love to hear back from you when you create your own to see which thinking skills you think are important to assess.
TIP: Design assessment rubrics that capture the full scope of important thinking skills.
Coming up next, “This level of thinking is only for some students.” Stay tuned...