1. Assessing Student Thinking

2. I.Why assess student thinking?

3. Assessing Student Thinking A.Gives value to the critical thinking skills and dispositions.

4. Assessing Student Thinking A.Gives value to the critical thinking skills and dispositions. B.Provides evidence of effective instruction on critical thinking

5. Assessing Student Thinking C.Results can lead to changes in instructional strategies or emphases.

6. Assessing Student Thinking D.Provides a measure of student growth and development.

7. Assessing Student Thinking E. Provides integrity of the common learning objectives of Taylor University.

8. Assessing Student Thinking II.Assessing student thinking by quizzes. A. Length of quiz – 7 questions per skill

9. Assessing Student Thinking B.What type of questions should be asked? 1. Definition of skill

10. Assessing Student Thinking 2. Identification of Examples of critical thinking skill in use.

11. Assessing Student Thinking 3.Application of the skill a. Give students structure and information and ask them to apply the skill.

12. Assessing Student Thinking b. Give the students information and then ask them to describe the steps they would take to perform the skill.

13. Assessing Student Thinking 4.Metacognition Knowledge Question - Test to see if students have the knowledge of when to use a critical thinking skill

14. Assessing Student Thinking 5.Metacognitive Process Question Test to see whether students use planning, monitoring, and assessing questions in their minds when they were critically thinking about a situation.

15. Assessing Student Thinking 6.Combined Skill Application Question

16. Assessing Student Thinking 7.Transfer Question

17. C.Checks for short answer or multiple choice questions. a. Do I have any double negatives in my questions?

18. 2. Does the answer choice vary in my questions?

19. 3. Does the question fit the meaning of the skill I am testing?

20. 4. Does the question fit the knowledge level I am measuring?

21. 5. Are the lengths of the possible responses the same?

22. 6. Does the possible response fit the stem grammatically?

23. 7. Do all the questions make logical sense?

24. 8.Did I separate the subject matter of the class from the thinking operations being asked? ***For evaluation of introduction of skill only.

25. 9. Is the application question in the same format that I taught it in? *** Format does not mean medium but level of knowledge.

26. 10. Have my students ever seen the actual question before? (Do not use guided practice or application questions that were used before.)

27. 11. Is the amount of data provided in my questions too long?

28. 12. Am I using transfer questions for a skill before I have gone through the transfer process?

29. III. Assessing student thinking by observations. What kinds of classes or structures of classes would this be practical to use?

30. III. Assessing student thinking by observations A. What would you try to observe?

31. III. Assessing student thinking by observations A. What would you try to observe? 1. Skill identification and application (Use a skill check list, Figure 9.7)

33. III. Assessing student thinking by observations A. What would you try to observe? 2. Dispositions (Use a disposition check list, Figure 9.6)

35. III. Assessing student thinking by observations A. What would you try to observe? 3. Markers of behaviors of a good critical thinker. (Behavior Checklist – pp. 239-240, 1-14)

36. III. Assessing student thinking by observations B. Put this assessment in the students’ overall grade.

37. III. Assessing student thinking by observations C. Assess a student through observations a couple of times during the semester so improvement in critical thinking can be assessed.

38. IV.Assessing student thinking by written projects or essays A. What type of writing projects could you assess?

39. IV.Assessing student thinking by written projects or essays A. What type of writing projects could you assess?

40. IV.Assessing student thinking by written projects or essays A. What type of writing projects could you assess? B. What criteria would you use to measure the critical thinking part of the evaluation?

41. IV.Assessing student thinking by written projects or essays C. How often would you use this type of evaluation during the semester?

42. V.Assessing student thinking by projects involving multiple mediums A. What type of projects involving multiple mediums could you assess?

43. V.Assessing student thinking by projects involving multiple mediums B. What criteria would you use to measure the critical thinking part of the evaluation?

44. V.Assessing student thinking by projects involving multiple mediums C. How often would you use this type of evaluation during the semester?