Critical thinking Criteria in EFL Writing Assessment among Chinese University Students Dr. Jia Li UOIT, Faculty of Education Jingfeng Han Xinzhou Teachers University, visiting Researcher 2015 Education Symposium January 16, 2015

Outlines Research Background Literature Survey at CNKI (China National Knowledge Infrastructure) Categorizations of the articles reviewed Results Conclusion

Research Background Definition of Critical Thinking Skills (CTS) We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. (Facione, 1990, p.2)

Three major CTS tests used CCTST (California Critical Thinking Skills Test) Interpretation, Analysis, Evaluation, Inference, Explanation, Self-Regulation CCTDI (California Critical Thinking Disposition Inventory ) Truthseeking, Open-mindedness,   Analyticity,  Systematicity, Confidence in Reasoning, Inquisitiveness and Maturity of Judgment Watson-Glaser Critical Thinking Appraisal, (WGCTA) Watson & Glaser, 1980)。 Inference, Recognition of assumptions, Deduction, Interpretation and Evaluation of arguments

The Necessity to train CTS Zhang (1995): the scarce of content in composition Qian (1996): interrelation between language and thinking Huang (1998, 2010): reasons of CTS lacking in English education in China.

Hierarchy theory of CTS Wen Qiufang (2009)

Meta-CTS (self-regulation) CTS Cognitive Affective Criteria Skills Clarification Relevance Logic Depth and width flexibility Curiosity Open-mindedness Self-confidence Integrity firmness Analysis Inference Evaluation

CTS involvement in writing Theme Topic Argumentation Conclusion Structures … Requirements in Large-Scale tests TOEFL, IELTS, CET 4 &6, TEM 4 &8, PETS 5 Postgraduate English Test

Literature Survey in CNKI Key words involved CTS (various term translations in Chinese) English, foreign, or second language and writing English majors, TEM 4&8 CET 4& 6. Empirical studies in writing

Articles Found

Results 1. Theoretical CTS introduction 2. CTS teaching strategies in English writing CTS explanation and practice Data collection by students Peer assessment Online writing assessment software Rating criteria perfection 3. Empirical studies in English writing Rating articles by criteria in CTS Questionnaires and interview Action research in CTS teaching of writing

13 Empirical-study articles 1. Statistical analyzing the CTS in students’ compositions a. Self-designing the rating criteria and scale b. Applying analytical rating scale abroad 2. Directly applying the CTS test and questionnaires overseas CCTST, CCTDI, WGCTA, Stapleton’s Questionnaire (2002) 3. Action Research: CTS teaching practice

Rating CTS and counting the frequency of each criterion used

Further study CTS rating criteria How to improve students knowledge and to support their views with substantial evidence English language proficiency and CTS skills in writing

Using the overseas tests and questionnaires

Further study Teaches’ CTS instructional roles More SPSS analyses to illustrate CTS and writing competence Encouraging students to have more creative ideas and improving their inference and evaluation skills (Zhu, 2013, Yan, 2014)

Action Research — CTS writing teaching practice

Further Study More detailed practice in CTS teaching Teaching and syllabus designs, Assessment methods Teaching methods Students’ roles in teaching Questionnaires and interviews Ways of evaluating students’ improvement Roles of Writing samples

Conclusion CTS rating criteria Follow-up CTS research CTS involvement in writing process Relationship between CTS and writing competence CTS teaching designs

Thank you! Jia.li@uoit.ca hanjilleli@hotmail.com