How to Design Questions and Tasks to Assess Student Thinking - Softcover

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Susan M. Brookhart is an independent educational consultant and author based in Helena, Montana. She is professor emerita, School of Education at Duquesne University and was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. Brookhart is an associate editor of Applied Measurement in Education and author or coauthor of 18 books and more than 70 articles and book chapters on classroom assessment, teacher professional development, and evaluation. She was 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. Brookhart's interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She works with schools, districts, regional educational service units, and universities doing professional development and consultation and may be reached at susanbrookhart@bresnan.net.

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With new standards emphasizing higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels.

Aided by dozens of examples across grade levels and subject areas, readers will learn how to

* Take a student perspective and view assessment questions and tasks as "problems to solve."

* Design multiple-choice questions that require higher-order thinking.

* Understand the difference between "open" and "closed" questions and how to use open questions effectively.

* Vary and control the features of performance assessment tasks, including cognitive level and difficulty, to target different thinking skills.

* Manage the assessment of higher-order thinking within the larger context of teaching and learning.

Brookhart also provides an "idea bank" that teachers can use to jump-start their own thinking as they create assessments.

Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond.