Identifying Achievement Gaps on an Assessment of Higher Order Thinking Skills in Literacy

• In Event: Marriott Roundtable Session 48
  In Roundtable Session: Cognition and Assessment SIG Roundtable

Abstract

Racial and socioeconomic achievement gaps on state and national achievement tests are well-documented. However, there is limited research on gaps between these groups on assessments that primarily focus on higher order thinking skills. This study uses data from the Measures of Effective Teaching study to investigate how scores on an assessment of students’ higher order thinking skills related to literacy vary by students’ race/ethnicity and family income. Multilevel modeling of these data indicate that significant racial gaps exist in scores on this assessment, while socioeconomic gaps are not significant. Given that teachers of lower-achieving students may focus more on lower- than higher-order thinking skills, these findings may indicate a need for more equitable instruction to support for higher-order skills.

Author

• Marisol Kevelson, Educational Testing Service