How to Assess Higher-Order Thinking Skills in Your Classroom

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About

Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K–12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize.

Introduction

General Principles for Assessing Higher-Order Thinking

Assessing Analysis, Evaluation, and Creation

Assessing Logic and Reasoning

Assessing Judgment

Assessing Problem Solving

About the authors

Susan M. Brookhart, PhD, is professor emerita in the School of Education at Duquesne University and an independent educational consultant working with schools, districts, regional educational service units, universities, and states doing professional development.

She was the 2007–2009 editor of Educational Measurement: Issues and Practice and is currently an associate editor of Applied Measurement in Education. She is the author or coauthor of numerous books on classroom assessment, teacher professional development, and evaluation.

Brookhart has been named the 2014 Jason Millman Scholar by the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and is the recipient of the 2015 Samuel J. Messick Memorial Lecture Award from ETS/TOEFL.