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A volume in Current Perspectives on Cognition, Learning, and InstructionSeries Editors Gregory Schraw, University of Nevada, Las Vegasand Daniel H. Robinson, The University of Texas at AustinThis volume examines the assessment of higher order thinking skills from the perspectives of appliedcognitive psychology and measurement theory. The volume considers a variety of higher order thinkingskills, including problem solving, critical thinking, argumentation, decision making, creativity,metacognition, and self-regulationFourteen chapters by experts in learning and measurement comprise four sections which address conceptualapproaches to understanding higher order thinking skills, cognitively oriented assessment models, thinking inthe content domains, and practical assessment issues. The volume discusses models of thinking skills, aswell as applied issues related to the construction, validation, administration and scoring of perfomancebased,selected-response, and constructed-response assessments.The goal of the volume is to promote a better theoretical understanding of higher order thinking in order to facilitate instruction and assessment ofthose skills among students in all K-12 content domains, as well as professional licensure and cetification settings.
