A New Method for Assessing Critical Thinking in the Classroom

Bissell, Ahrash N.; Lemons, Paula P.

doi:10.1641/0006-3568(2006)056[0066:anmfac]2.0.co;2

Cited by 147 publications

(121 citation statements)

References 10 publications

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“…testing may have problems, including: the measurements may not indicate anything useful about discipline-specific knowledge; administering such tests takes time away from the course (can be viewed as wasted time); faculty lack time to really get to understand the structure and theory behind the tests (Bissell & Lemons, 2006). Rather, it is thought preferable to develop assessment methodology which includes both content and cognitive skills testing, and, in which the critical-thinking component can be explicitly identified and then scored.…”

Section: Initial Thoughts On Critical Thinkingmentioning

confidence: 99%

“…Most of the definitions share some basic features and probably address some aspect of critical thinking (Potts, 1994). In the face of so many definitions, some authors go for a 'consensus definition' and others go for one that meets their needs and consistency in applying it (Bissell & Lemons, 2006). For example, Baillie (2012) explains critical thinking from the point of view of outcomes and at the beginning of her course she explains "students will be able to demonstrate an ability to think critically and reflexively not only about engineering practices in the abstract but about their own work in this unit; assess and apply different views of the relationship between science, technology and society; consider rights, justice, freedom and ethics and illustrate their relation to engineering practice; and compare and critique local and global technological practices".…”

Section: What Is Critical Thinkingmentioning

confidence: 99%

“…Breaking down academic skills in this way and to some extent identifying critical thinking provides a reasonable breakdown for designing specific assessment designs. The assessments developed however cannot be used to measure critical thinking independent of content (Bissell & Lemons, 2006).…”

Section: What Is Critical Thinkingmentioning

confidence: 99%

“…There is a definite need to help students develop higher-order thinking skills, i.e., to do something more sophisticated than recite back facts they have memorized from lectures or textbooks, sometimes with little required analysis (Bissell & Lemons, 2006). What is hoped for as the outcome to this work is a major change in how students respond to problems and to give them the tools to think critically.…”

Section: Introductionmentioning

confidence: 99%

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Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment

Adair¹,

Jaeger²

2016

IJHE

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Critical thinking extends to all aspects of professional engineering, especially in technical development, and, since the introduction of the ABET 2000 criteria, there has been an increased emphasis in engineering education on the development of critical thinking skills. What is hoped for is that the students obtain critical thinking skills to complement their abundant logical thinking skills. Critical thinking is a developmental skill that cannot be taught simply by traditional methods, i.e., step-by-step instruction followed by repetitive skills, as used for logical thinking skills. The research and development reported here is concerned with outlining how students first can be alerted to what critical thinking is, and how critical thinking can be nurtured through practical experience with appropriate guidance and reinforcement. The module 'Introduction to Fluid Mechanics' has been selected to demonstrate how formal critical thinking components may be introduced with the development of principles of logic and an obligatory problem solving procedure. A method of assessment during various phases of critical thinking, i.e., initial design or set-up, testing of method or prototype, and evaluation of the results, of open-ended assignments in engineering for each year of the undergraduate course has been developed.

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Section: Initial Thoughts On Critical Thinkingmentioning

confidence: 99%

Section: What Is Critical Thinkingmentioning

confidence: 99%

Section: What Is Critical Thinkingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment

Adair¹,

Jaeger²

2016

IJHE

View full text Add to dashboard Cite

show abstract

“…The transparency in standards and criteria of rubrics allow students to have a better understanding of the key target criteria for their performance and define specific areas for improvement (Mertler, 2001). In other words, rubrics show what is essential and thus provide explicitness and clarity to the assessment, and this is considered as positive by teachers and students likewise (Bissell & Lemons, 2006;Schamber & Mahoney, 2006;Shaw, 2007).…”

Section: How the Use Of Rubrics Can Enhance Students' Learningmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course

Zaidi

Hwang²,

Scott³

et al. 2017

Anatomical Sciences Ed

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Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists.

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A New Method for Assessing Critical Thinking in the Classroom

Cited by 147 publications

References 10 publications

Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment

Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment

Authentic Assessment Design in Accounting Courses: A Literature Review

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course

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