Wide-Scale Implementation of Higher-Order Thinking (HOT) in an Era of High-Stakes Testing

This chapter addresses the relationship between a policyPolicies advocating thinking-rich instructionThinking-rich instruction and a policyPolicies advocating a quick change that consists of “raising students’ test scoresScores” in standardized testsStandardized tests. Top-downTop down pressure to raise test scoresScores turns standardized assessmentAssessments into “high-stakes testing.High stakes testing” The chapter analyzes how leading scienceSciences teachersTeachers view the influences of high-stakes testingHigh stakes testing on the implementation of the policyPolicies advocating thinking-rich instructionThinking-rich instruction. The chapter draws on 20 individual interviews conducted with leading scienceSciences teachersTeachers at the time they were preparing their students for the TIMSSTIMSS (test) international testInternational tests. The findings show that the teachersTeachers’ expectations regarding a “new spirit” of teaching higher-order thinking (HOT)Higher order thinking (HOT) and inquiry-based learningInquiry-based learning (IBL) were not met. TeachersTeachers reported that following the inclusion of more HOTHigher order thinking (HOT) items in national tests, test preparation indeed consisted of an increased engagement with HOTHigher order thinking (HOT) items. However, because of the high-stakes climate, engagement with these items consisted of training and practicing toward the exam. Under pressure, teachersTeachers focused on mechanical learningMechanical learning of techniques for answering HOTHigher order thinking (HOT) correctly rather than on nurturing authentic students’ thinkingThinking. Moreover, in effect, the high-stakes climate actually generated an increase in achievement gapsGaps with regard to the development of students’ thinkingThinking, despite an explicit policyPolicies stating the opposite. From a perspective of the whole book, this chapter documents the extent to which educational policiesPolicies in various areas may affect substantive pedagogySubstantive pedagogy in general, and education for thinkingThinking in particular, showing how this influence actually takes place in the reality of schools.