| Title: |
Do Curriculum Outcomes and Assessment Activities in Science Encourage Higher Order Thinking? |
| Language: |
English |
| Authors: |
FitzPatrick, Beverly; Schulz, Henry |
| Source: |
Canadian Journal of Science, Mathematics and Technology Education. 2015 15(2):136-154. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2015 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education; Middle Schools; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7 |
| Descriptors: |
Foreign Countries; Curriculum Based Assessment; Thinking Skills; Secondary School Science; Middle School Students; Junior High School Students; Grade 6; Grade 7; Outcomes of Education; Science Process Skills; Documentation; Content Analysis; Alignment (Education) |
| Geographic Terms: |
Canada |
| DOI: |
10.1080/14926156.2015.1014074 |
| ISSN: |
1492-6156 |
| Abstract: |
The curriculum for two science units in each of Grades 6 and 7 was analyzed to determine the cognitive levels of the outcomes and their cognitive alignment with the assessments that corresponded with these outcomes. This was done for British Columbia, Alberta, Ontario, and Atlantic Canada. The outcomes and assessments included a variety of higher and lower thinking skills, with several jurisdictions having distinctly fewer higher than lower order outcomes and assessments. The cognitive alignment between outcomes and assessments ranged from 42 to 71%. Strong alignment between outcomes and classroom assessment increases students' opportunity to learn and become good thinkers. |
| Abstractor: |
As Provided |
| Number of References: |
80 |
| Entry Date: |
2015 |
| Accession Number: |
EJ1066460 |
| Database: |
ERIC |