The Case for Comparative Institutional Assessment of Higher-Order Thinking Skills.

The article discusses the importance of comparative assessments on the higher-order thinking skills as the key aims of instruction. It explores the essence and impact of such comparison for higher education institutions relative to the development of useful theories of pedagogy. It also explains why higher-order skills should be the principal focus and the institution should be the initial unit of analysis. Moreover, it notes the importance of value-added approach and comparative measure as a tool to assess the student's learning gains. An explanation for why the demand for transparency and accountability for all institutions became imperative is also included.