Alternative Ways to Assess Higher-Order Thinking in 8th Grade Social Studies

One of the biggest criticisms of state standardized tests is that they only use multiple-choice questions and test basic knowledge of a subject.

Select a subject and grade that you are interested in.
Propose two ways to assess higher-order thinking on this subject that could be used in lieu of state tests and multiple-choice questions.

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Subject: Social Studies
Grade: 8th Grade

Two Ways to Assess Higher-Order Thinking in Social Studies:

1. Project-Based Assessments: Instead of relying on traditional multiple-choice tests, students could be tasked with creating a detailed research project on a historical event, figure, or social movement. This project would involve:

   • In-depth research from a variety of sources, including books, articles, and primary documents.
   • Analysis of the historical context, causes, and effects of the event or figure.
   • Creation of a visual or digital presentation, such as a timeline, documentary video, or interactive website, to present their findings.
   • Students would also be required to present their work to the class, justifying their conclusions and addressing questions, which tests not only their understanding but their ability to engage in critical thinking, synthesis, and public speaking.
   • Assessment criteria would focus on the depth of research, the quality of analysis, and the clarity of presentation, encouraging students to think critically and creatively about historical topics.

2. Socratic Seminars or Debates: Another alternative is organizing a Socratic Seminar or formal debate where students are required to engage in critical discussions on controversial topics related to social studies (e.g., the impact of certain historical events on society, or the ethical considerations in historical decisions). The seminar or debate would be based on:

   • Pre-reading materials (historical documents, articles, or excerpts) that provide diverse perspectives on the issue.
   • Open-ended questions posed to students that encourage them to explore various viewpoints and make evidence-based arguments.
   • Active listening and respectful dialogue would be a key component, allowing students to respond to others’ ideas and adjust their own thinking based on new insights.
   • This format emphasizes critical reasoning, the ability to evaluate multiple perspectives, and the capacity to communicate effectively—all of which go far beyond simple recall of facts.

Both methods encourage higher-order thinking by requiring students to apply, analyze, and evaluate information, rather than merely recalling facts, and they allow for a more authentic demonstration of knowledge.