Fundaments of Critical Thinking Evaluation in High Education

Abstract

Critical Thinking is a highly relevant topic for education, especially in higher education, considering its role in professional training and knowledge production. The concept of critical thinking is associated with a reasoning that holds more complexityand superior quality and supports informed decision making, leading to more effectiveproblem solving. Several instruments have been produced and validated for this purpose and have different characteristics: question format; main skills assessed; type of problem presented; application format. These differences do not constitute oppositions, since the different abilities can be grouped into three great groups: argument analysis; explanation and decision making/problem solving. The understanding of critical thinking in three fundamental stages, which encompass the complexity of thinking and the essential points in this process, establishes more specific parameters of monitoring and evaluation. Faced with the complexity of aspects and processes involving critical thinking, the search for structuring fundamental stages is not an easy task and is not intended to reduce or simplify the concept,but it is expected that with this structuring skills, it will be possible to develop intervention programs and evaluation instruments that are increasingly effective.

Exploring the quality of pre-service teachers’ critical analysis of cartoons within environmental contexts in the Life Sciences

“…Critical thinking then encompasses employing knowledge leading to awareness and self-regulation in decision-making. 38 However, Casiraghi 38 alluded to some logical flow in critical thinking, although this may not always be the case, that is, understanding the issue, seeking and knowing how to choose the most effective solution, showing motivation and displaying attitude of permanence in resolution of issues. 38 The process of analysis consists of breaking knowledge down into its parts, thinking about how the parts relate to the overall picture through interpreting, comparing, contrasting, differentiating, organising, attributing, making inferences and synthesising.…”

University Students’ Critical Thinking Ability in Listening Skill

“…Critical thinking skill is fundamental needs in the higher education. This skill allows individuals to understand the problem, find solution to the problem, and be able to choose the most effective solution (Casiraghi, 2017). This way of thinking promotes the competence to think actively and independently, view situations from different perspective, identify relevant idea, and support the arguments with facts.…”

Critical Thinking on Technology Use: Higher Education Course Design to Promote Personal, Professional and Societal Change

“…A hallmark value of higher education is the acquisition of critical thinking skills that transfer to learners' future personal and professional lives and apply to their roles as global citizens (Casigrahi, 2017;Niu, Behar-Horentstein, & Garvan, 2013). Davies' (2015) model of critical thinking in higher education asserts that instructors and instructional designers integrate opportunities for critical thinking skills, expression of dispositions and determination of social action into the curriculum.…”