Enhancing Critical Thinking in Test Conditions: Challenges and Strategies
Developing Critical Thinking
under Test Conditions: an
explorative endeavou
r
Sandra Leigh
University of Nottingham
Freire’s Concept of Education
Banking versus liberating education
Outline
•
Introduction
•
Challenges
•
Validity & Strengths
•
Limitations and future
developments/directions
•
Questions
Introduction
•
Foundation Programme and CT
module
•
CT learning outcomes:
–
understanding argumentation and reasoning
–
analytical and critical thinking,
–
developing confidence
Test Purpose
•
how students position themselves in a
controversy
•
how they present valid arguments
•
their abilities to note fallacious
reasoning
•
and to understand abstract concepts,
bias, statistics
Challenges
•
(Abstract and diverging) process
versus (tangible & convergent)product
•
Content versus thinking skills
•
Selecting the right topics
•
Students’ different abilities
The Test
•
1
st
section: 10 questions
•
2
nd
section: 15 questions; multiple tasks
•
3
rd
section: 1 question from 3 choices
Validity
•
Criteria for CT assignments:
http://www.criticalthinking.org/pages/critical-
thinking-testing-and-assessment/594
•
Learning Outcomes of FP
Four Criteria for CT assignments
•
Address fundamental & powerful
concepts
•
Appropriate (range) of cognitive skills
•
Reasoned questions/judgements
within conflicting or complex issues
•
Intellectual standards:
FP learner
outcomes
Learner Outcomes
•
knowledge and understanding
•
intellectual skills
•
transferable skills
Strengths
Variety of cognitive skills
+
Engaging and continuous process
=
Learning under assessment conditions
Limitations
•
Time and Topics
•
Materials, cultural bias & language
advantage
•
Subjective marking:
sections 2 and 3
Future Developments
•
Assessment: exam and coursework;
SEM 1 and 2
•
Include more global perspectives
•
Provide more clarifications
Questions
?
References
•
Freire, P. (2004).
Pedagogy of Hope
. London:
Continuum.
•
Paul, R. and Elder, L. (2007)
Consequential
Validity: using assessment to drive instruction
.
Available at
http://www.criticalthinking.org/files/White%20Pap
erAssessmentSept2007.pdf
•
Wolfe, C. (nd)
Criteria for Critical Thinking
Assignments.
Available at
http://www.criticalthinking.org/pages/critical-
thinking-testing-and-assessment/594
This exploration delves into developing critical thinking skills under test conditions, focusing on challenges, strengths, and future directions. It discusses the purpose of tests, challenges faced, criteria for assignments, and learner outcomes, emphasizing the importance of cognitive skills and engaging processes in assessments.
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Presentation Transcript
Developing Critical Thinking under Test Conditions: an explorative endeavour Sandra Leigh University of Nottingham
Freires Concept of Education Banking versus liberating education
Outline Introduction Challenges Validity & Strengths Limitations and future developments/directions Questions
Introduction Foundation Programme and CT module CT learning outcomes: understanding argumentation and reasoning analytical and critical thinking, developing confidence
Test Purpose how students position themselves in a controversy how they present valid arguments their abilities to note fallacious reasoning and to understand abstract concepts, bias, statistics
Challenges (Abstract and diverging) process versus (tangible & convergent)product Content versus thinking skills Selecting the right topics Students different abilities
The Test 1stsection: 10 questions 2ndsection: 15 questions; multiple tasks 3rdsection: 1 question from 3 choices
Validity Criteria for CT assignments: http://www.criticalthinking.org/pages/critical- thinking-testing-and-assessment/594 Learning Outcomes of FP
Four Criteria for CT assignments Address fundamental & powerful concepts Appropriate (range) of cognitive skills Reasoned questions/judgements within conflicting or complex issues Intellectual standards: FP learner outcomes
Learner Outcomes knowledge and understanding intellectual skills transferable skills
Strengths Variety of cognitive skills + Engaging and continuous process = Learning under assessment conditions
Limitations Time and Topics Materials, cultural bias & language advantage Subjective marking: sections 2 and 3
Future Developments Assessment: exam and coursework; SEM 1 and 2 Include more global perspectives Provide more clarifications
References Freire, P. (2004). Pedagogy of Hope. London: Continuum. Paul, R. and Elder, L. (2007) Consequential Validity: using assessment to drive instruction. Available at http://www.criticalthinking.org/files/White%20Pap erAssessmentSept2007.pdf Wolfe, C. (nd) Criteria for Critical Thinking Assignments. Available at http://www.criticalthinking.org/pages/critical- thinking-testing-and-assessment/594
