Raising the Rigor. Eileen Depka

The criteria can help measure the growth in students’ levels of comfort and ability as they become more familiar with higher-order thinking (Brookhart, 2010; Copeland, 2005).

      The indicators of success include the following.

      • Increased willingness to persevere in solving problems or completing tasks

      • The ability to see a problem from a variety of perspectives

      • The identification of more than one solution to a task

      • Insight into multiple methods to arrive at a solution

      • The ability to support solutions with evidence

      • Increased ability to clearly communicate solutions

      • Willingness to collaborate and listen to the perspectives of others

      • The ability to create and follow a plan of action

      • The ability to scrutinize, select, and use information that positively assists in completing the task

      • The ability to organize conclusions and evidence into charts, graphs, visual displays, or other methods so that the outcome can be interpreted and understood by others

      Clear communication, though not necessarily an indicator of success, is a byproduct. Monitor communication growth as well with the criteria checklist (figure 2.6). It identifies the current status of students regarding higher-order thinking skills and provides a framework for measuring their progress. Share the assessment criteria with students so they are aware of the indicators of success. When a teacher stresses the criteria, students make the connection between their own skill development and their ability to successfully engage in higher-order thinking tasks. Use the criteria to evaluate performance and growth throughout the year. Figure 2.6 provides space to evaluate each criterion on three separate dates.

      Figure 2.6: Higher-order thinking skills criteria checklist.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

      When using the higher-order thinking skills criteria checklist, fill in all squares when students achieve a proficiency level. Doing so creates a visual representation that is easy to interpret. In other words, fill in Levels 1, 2, 3, and 4 if a student is at a Level 4. Figure 2.7 provides an example. A student consistently receiving a 1 in “identifies information important to the task solution” requires help distinguishing between the crucial and the superficial. Without support, the student will continue struggling with other components. The shaded squares could show growth, strengths, or challenge areas depending on the number and pattern created as squares are filled in. You can share the chart with students to set growth goals. Students can also benefit from completing a self-rating and comparing it with the teacher’s observations.

      Figure 2.7: Higher-order thinking skills criteria checklist—sample.

      To keep track of all students on a single page, tweak the format slightly. You can set up the chart similar to a traditional gradebook. Figure 2.8 (page 22) illustrates an alternative view. To record results, place the appropriate proficiency level in each cell at each administration. To enhance the view, color code the cells to create an easily interpreted visual display (1 = red, 2 = yellow, 3 = green, and 4 = blue). Although this format could be more convenient, it would be more difficult to use as a visual when conferencing with individuals about their progress (because multiple students appear on the same grid).

      Recording students’ progress based on specified criteria is a great start to measuring growth, but that alone will not ensure that skills increase. Teaching students the criteria for success expedites the ability to successfully demonstrate the characteristics.

      A first step in growing student capacity is to share the indicators with students, then concentrate on each criterion, one at a time. That will make criteria clear to them. For example, you might give the following introduction to introduce perspective.

       Teacher: Students, throughout the year we will be involved in analyzing situations that require a look from different perspectives. Can you think of a time when you looked at a situation differently than someone else? Perhaps you both saw the situation accurately, but your perspectives were very different?

      Student: I am in one now. I want to get my driver’s license because not only do most of my friends have one, but I want to be less dependent on other people. That’s my perspective. My mom is worried that something will happen to me if I drive, so she wants me to wait. My dad is fine with me getting one but doesn’t know if he has the time to help me practice driving. My little brother can’t wait because he wants me to take him to his baseball practices. That’s four different perspectives on just one thing in my life.

      Teacher: I would imagine that many of us have had a similar experience, maybe on the same or different topics. Understanding the perspectives of those involved in a situation can help us better understand the situation, responses to the situation, and possible solutions.

      Figure 2.8: Higher-order thinking skills criteria checklist—multiple students.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

      Student: It does help understanding what others are thinking. It makes it easier to know how to approach the situation or respond to their comments or actions.

      Teacher: Understanding perspectives will promote understanding of the historical events that we will discuss throughout the year. We can evaluate cause and effect, but without analyzing the perspectives of those involved, we may never truly understand why an event happened in the first place and why it is historically important.

      This is not a one-time conversation but one that should be revisited throughout the year. Teachers and students can continue to provide examples of perseverance both inside and outside the classroom. Students can track their growth in the skill when reflecting on their performance using the higher-order thinking skills criteria checklist highlighted in figure 2.6 (page 19).

      A conversation about perseverance might also be appropriate prior to a state or standardized testing experience. Students can be reminded that, in order to successfully apply their knowledge and skills, some situations command a greater level of perseverance. When the path to a solution is not immediately recognizable, we don’t give up. Instead, we read the problem again and again until a plan of attack surfaces. Perseverance is a characteristic that can be learned and developed.

      Table 2.1 (page 24) lists some of the benefits of engaging in the use of higher-order thinking skills. Checking for engagement sometimes looks like directly asking students what they think. The ultimate goal is to help students understand the connection between the questions they encounter and the skill development they experience. Secondly, we want them to be able to understand that the skills are beneficial to them beyond