Tests Worth Teaching To: Constructing State-Mandated Tests That Emphasize Critical Thinking

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A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (2002, background): “Gordon and Reese (1997) reported evidence that teachers can train students to pass any kind of test, even those intending to assess higher thinking skills, frustrating those who consider that teaching to well designed tests can influence teaching in positive directions (e.g.Yeh, 2001).”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “For example, argument isanexampleofageneral cognitivepractice that transcends theparticular content to which it refers (D. Kuhn, 1993) and is an essential critical thinking skill across different age levels and subject areas (Yeh, 2001).”
Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty (2017, background): “Kurfiss (1988) points out that argumentation is a focal point in critical thinking, and other authors agree with him in considering it a higherorder thinking skill (Barak & Dori, 2009; Geertsen, 2003), and some even define critical thinking as argumentation (Yeh, 2001).”
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence (2008, background): “These assessments motivate teachers to focus on drill and memorization strategies, neglecting student critical thinking (Yeh, 2006).”