2015/07/03 by Peter Afflerbach, Byeong-Young Cho, Byeong‐Young Cho +2
Psychology · Social Sciences · #Education and Critical Thinking Development #Educational Assessment and Pedagogy #Educational Strategies and Epistemologies
paper · doi:10.1080/00405841.2015.1044367
crossref issued 2015/07/03 · crossref published 2015/07/03 · crossref published-print 2015/07/03 · openalex publication_date 2015/07/03 · crossref published-online 2015/07/09 · crossref created 2015/07/09 · crossref deposited 2024/06/09 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29 · crossref indexed 2026/07/29
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and research in reading, and standards and assessment initiatives. We conclude with the considerations in assessments of higher-order thinking in reading that can help teachers and students work toward attainment of the Common Core State Standards.