Queensland University of Technology The Use of Assessment Strategies to Develop Critical Thinking Skills in Science. Dr Megan H. Hargreaves & Dr Al T. Grenfell, Faculty of Science, Queensland University of Technology

2 Queensland University of Technology The ACTS Project Background –Science Faculty Project –Participants from all Schools & Sections –Various projects undertaken –Supported by T&L Large Research Grant Overarching Theme –Building Critical Thinking Skills into the curriculum –Designing Assessment strategies to “drive” the learning

3 Queensland University of Technology Underlying premises Assessment as a motivator of learning –Not simply WHAT is learned but HOW Critical thinking –Analysing, investigating alternatives, examining conclusions SOLO levels of Critical thinking skills –Scaled approach: students should improve their level of CTS throughout their studies Research (Inquiry) learning –Uses real-life problems, and real research techniques to stimulate CT approach

4 Queensland University of Technology Critical Thinking Skills in Science Designing experiments and testing hypotheses Analysing arguments Solving problems Thinking creatively Halpern, D.F. (1997). Critical thinking across the curriculum: a brief edition of thought and knowledge. New Jersey, Lawrence Erlbaum.

5 Queensland University of Technology The Microbiology component Units taken in second and third year “Stream” of units included in ACTS Basic CT skills introduced in Micro 1 & 2 –Problem Solving in Laboratory classes –Application to “real-life” situations Skills built on for Advanced units –Environmental Microbiology: Research project –Bacterial Pathogenesis: Clinical Case Studies

6 Queensland University of Technology Environmental Microbiology

7 Queensland University of Technology The Research Inquiry Preparation –Students form groups of 2-3 (Allocated to a tutor) Identify a problem within the defined parameters of the study Form a hypothesis Identify previous knowledge, knowledge gaps Write a proposal, project plan, materials list Performance –Groups collect environmental samples, analyse them, record results Pondering (Reporting) –Group members collaborate to produce a written report in the form of a Journal Article –Report must include: Short literature review, material and methods, results Discussion of significance of results, in relation to the hypothesis, alternative hypotheses that might be considered, future research

8 Queensland University of Technology Marking for Critical Thinking Skills Is the question at issue well stated? Is it clear and unbiased? Does the expression of the question do justice to the complexity of the matter at issue? Does the writer cite relevant evidence, experiences and/or information essential to the issue? Does the writer clarify key concepts when necessary? Does the writer show a sensitivity to what he or she is assuming or taking for granted? (Insofar as those assumptions might reasonably be questioned)? Does the writer develop a definite line of reasoning, explaining well how he/she is arriving at his/her conclusions? Is the writer’s reasoning well-supported? Centre for Critical Thinking, Sonoma State University, California. A sample assignment format. Available online at

9 Queensland University of Technology Outcomes Feedback –The research project is a very valuable experience for future work –The project is great for practical hands-on experience and getting thinking about scientific reports –Group assignment was very interesting: we really got into it. It made me feel like I was a real scientist –Student projects are a valuable insight into the “real-world” of this field Survey –Students perceived an increase in their CT skills to SOLO levels 3-4 (Relational to Extended abstract) Marking –Critical thinking criteria clearly demonstrated in majority of project reports