| All
of the 711 tasks in the NEMP assessments from 1995 to 2003 were
examined to identify tasks, or sub-tasks, which seemed to involve
critical, creative, reflective, or logical thinking. 159 tasks were
identified.
The marking
criteria used to assess student performance on 52 of these tasks
were then considered to evaluate the extent to which any potential
to evaluate these kinds of thinking was realised in the assessment.
The choice of tasks for this part of the research was made to ensure
a spread across curriculum areas and thinking types. The relationship
between the marking criteria for the tasks and the reporting of
student performance was then considered.
Each of the
kinds of thinking were then considered in turn, looking for similarities
and differences in the tasks, and the assessment, across the curriculum.
The tasks which
were presented in a format corresponding to that suggested by Halpern
and, consequently having greater potential for assessing thinking
were then identified.
Finally consideration
was given to the possibility of future research using the video
tapes of student responses. |
