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Assessment and Higher-Order Thinking

Explore how to assess and promote higher-order thinking skills in students through thoughtful sequencing of tasks and assessments. Dive into the Hess Matrix and learn to craft assessment tasks at different complexity levels.

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Assessment and Higher-Order Thinking

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  1. Assessment and Higher-Order Thinking ASSESSMENT SESSION 2

  2. In life, almost everything we do requires usingknowledge in some way, not just knowing it.” SUSAN M. BROOKHART 1

  3. Objectives: • Self-assess questions, assessments, and tasks to determine the level of thinking and reasoning students are being asked to engage in • Ensure that students are engaging in thinking and reasoning across a range of levels in response to prompts that are thoughtfully sequenced

  4. Read and Reflect: • Read the excerpt from How to Assess Higher-Order Thinking Skills in Your Classroom by Susan Brookhart. • Highlight elements of the text that: • resonate with you, • reinforce your existing thinking, and/or • challenge your current teaching practice

  5. Share and Discuss: • To what extent are students at our school asked to recall information versus use that information? • What about in the questions we ask and the assessments we give?

  6. The Hess Matrix: • Synthesizes Bloom’s Taxonomy and Webb’s Depth of Knowledge • Provides a structure for thinking about thinking • Captures a continuum of increasingly deep thinking • Maps cognitive rigor based on both required skill complexity and necessary depth of knowledge

  7. The Hess Matrix 6

  8. Apply: • Analyze a sample assessment task for both required skill complexity and necessary depth of knowledge. • Add the question to the blank Hess Matrix to indicate where it resides. • Craft versions of your sample assessment task that align with each square of the matrix.

  9. Discuss: • What would you expect to learn about your students’ understanding or skills from each of the iterations of the task? • How is it useful to consider the same question at varied levels of skill complexity and depth of knowledge? • How can assessments sequence and scaffold students toward increasingly higher-order thinking?

  10. Learning Wrap-Up • Reflect on what you learned today. • How do your takeaways compare to the session’s Learning Objectives? How were these objectives addressed today? LEARNING OBJECTIVES: • Self-assess questions, assessments, and tasks to determine the level of thinking and reasoning students are being asked to engage in • Ensure that students are engaging in thinking and reasoning across a range of levels in response to prompts that are thoughtfully sequenced

  11. What’s next? • Learn more about frameworks for higher-order thinking • Repeat today’s activity with additional assessments • Revise with Analyzing Alignment of Questions to Higher-Order Thinking • Apply framework to unit planning • Analyze student work

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