期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2013
卷号：2
期号：1
出版社：Brahmaputra Publishing House
摘要：The purpose of this paper is to highlight the procedures involved indeveloping a valid instrument gauging the levels of thinking skills whenreaders engage in active interactions with the text. Rigorous qualitative andquantitative dimensions were undertaken to ensure high content validity ofthe instrument. Feedback and consensus based on consistency of judgment byreviewers were used to provide high reliability index onto content andconstruct validity. This paper discusses the pertinent concepts and issues thatare involved in developing an instrument gauging the levels thinking skills inreader-text transaction. The underlying constructs of thinking skills of LowerOrder Thinking skills (LOTS) and Higher Order Thinking skills (HOTs) wereused as the basis of analysis. The underpinning theoretical constructs positedby Herber (1978), Ruddell (2001), Harvey (2001) and Gunning (2003) weretriangulated and synthesised to elicit similarities which could be adapted toitems extracted from Purpura’s Cognitive Strategies Questionnaire (1999).Further descriptions depicting the interconnections among the items in theoriginal questionnaire of Purpura’s Cognitive Strategies Questionnaire wereexamined. This was to ensure that the items were adequately adapted in thenewly developed instrument of gauging the appropriate domain of thinkingskills. Essentially, the semantic and syntactic aspects of the qualitative aswell as the quantitative dimensions were adopted to ensure that thedeveloped instrument measures what it is purported to measure.
