Computer-Mediated Assessment of Higher-Order Thinking Development

Abstract

Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses. Students are directed to develop HOT skills needed for problem-solving that are essential for their future professional activities. However, in order to promote effective HOT skills development of students in PBL learning environment, enhancement of the model is required. The model enhancement can be attained through specific computer-mediated assessment of learning of students. In this paper we introduce an innovative approach to complex, adaptive, and computer-mediated assessment of HOT skills development of individual students. The complexity of assessment is expressed by forming the combined assessments of HOT skills of different types. Adaptation of assessment to the process of HOT skills development is expressed by changes in an instructor's fixed assessments by crossing from one phase of PBL to another. Assessment adaptation is provided for individual students as for a study group. Computer-mediation of assessment is provided by a Computer Assessment Tool which promotes students' HOT skills development and facilitates the assessment process for an instructor. The proposed coefficient of success of HOT skills development serves as an effective tool of analysis of this process.