Assessment of Critical-Analytic Thinking

Autor/inn/en	Brown, Nathaniel J.; Afflerbach, Peter P.; Croninger, Robert G.
Titel	Assessment of Critical-Analytic Thinking
Quelle	In: Educational Psychology Review, 26 (2014) 4, S.543-560 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-014-9280-4
Schlagwörter	Critical Thinking; Thinking Skills; National Standards; National Competency Tests; Evaluation Methods; Scoring Rubrics; Testing Problems; Construct Validity; Formative Evaluation; Student Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	National policy and standards documents, including the National Assessment of Educational Progress frameworks, the "Common Core State Standards" and the "Next Generation Science Standards," assert the need to assess critical-analytic thinking (CAT) across subject areas. However, assessment of CAT poses several challenges for developers of both large-scale and classroom assessments: Current CAT assessments often suffer from questionable item contexts, subjective rubrics, and underdeveloped construct formulations. Attention to these aspects of assessment would improve understanding of the development of students' CAT and provide tools for helping teachers teach and students learn. We discuss these challenges within the context of several content areas and highlight the importance of developing formative assessments that capture the development of CAT in different domains of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10