scholarly journals Moving Beyond Assessment to Improving Students’ Critical Thinking Skills: A Model for Implementing Change

2016 ◽  
Vol 16 (4) ◽  
pp. 44-61 ◽  
Author(s):  
Ada Haynes ◽  
Elizabeth Lisic ◽  
Michele Goltz ◽  
Barry Stein ◽  
Kevin Harris
Keyword(s):  
Critical Thinking ◽  
Faculty Development ◽  
Teaching Practices ◽  
Training Session ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
Factual Knowledge ◽  
Implementing Change ◽  
Critical Thinking Assessment Test

Abstract: This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students’ critical thinking skills and in the development of these skills within their courses. Seventy-five percent of faculty participating in a CAT scoring workshop at their institution reported greater understanding of students’ strengths and weaknesses in critical thinking and 45% reported that CAT scoring had changed their teaching practices and/or assessment. In addition, participants attending a training session on CAT-Apps reported a greater willingness to place more emphasis on critical thinking assessments and less on factual knowledge assessments in their courses as a result of participation in training.

scholarly journals Developing critical thinking skills to improve reading comprehension

2020 ◽  
Vol 9 (4) ◽  
pp. 170-178
Author(s):  
María Piedad Rivadeneira-Barreiro
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Teaching Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Evaluation ◽  
The Relationship

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension.  Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university.  The results showed insignificant relation between critical thinking skills and learners' reading comprehension.  The findings also revealed both groups had small differences during the pretest and posttest.  The pretest and posttest showed minimal changes between groups, as well.  Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes.  The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

scholarly journals Physics event photo analysis module based on the STEM approach: An effort to enhance critical thinking

2021 ◽  
Vol 10 (2) ◽  
pp. 251-264
Author(s):  
Maryani Maryani ◽  
Yasmin Yuliana ◽  
Firdha Kusuma Ayu Anggraeni
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
Development Research ◽  
Design Development ◽  
Data Collecting ◽  
Collecting Techniques ◽  
Analysis Design

This research aimed to determine the validity of the Physics Event Photo Analysis (AFKF) module based on the STEM approach and improve students' critical thinking skillsat SMA Negeri 1 Rogojampi. The researchers implemented the ADDIE development model to achieve these goals, which consisted of five stages: Analysis, Design, Development, Implementation, and Evaluation. The data collecting techniques used in this research were interviews, product validation, and tests. The validation results indicated that the product was feasible to use with a validity percentage of 93%. The percentages can be categorized as very valid and can be used without revision. Furthermore, the percentage of the product's effectiveness in improving students' critical thinking abilitywas 66.58% which was included in the medium category. The PhysBased on the STEM approach, the Event Photo Analysis Module (AFKF) based ed positive responses from students with a percentage of 76%.TThis development research concluded that the STEM approach-based Physics Event Photo Analysis (AFKF) module is very valid and effective in improving students' critical thinking skills.

scholarly journals Development of Salt Hydrolysis Module Based on guided Inquiry to Increase The Critical Thinking Ablility of 11th Grade High School Students

2020 ◽  
Vol 5 (7) ◽  
pp. 927-933
Author(s):  
Annisatul Qaidah ◽  
Hardeli .
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
School Students ◽  
Significant Difference ◽  
Class 1

This study aims to produce a guided inquirybased salt hydrolysis module to improve students' critical thinking skills by determining the level of validity, practicality and effectiveness of the module. The type of research used is research development or Research and Development (R&D). The sampling technique uses cluster purposive sampling. The number of samples is 57 students from both schools. The development model used is the Plomp development model which has three stages namely the initial investigation phase (preliminary research phase), the prototype phase (prototyping phase) and the assessment phase (assessment phase). The research instruments used were interview sheets, questionnaires in the form of validation and practicality sheets, objective questions, and critical thinking questions. Data analysis techniques using SPSS 16 software. The results obtained by N-gain experimental class is higher than the control class that is experimental class 1 and 2 have N-gain 64.65 and 59.46, while control classes 1 and 2 have N-gain 60 , 83 and 58.6 with significant differences. Hypothesis test results show a significant difference between the critical thinking skills of the experimental class and the control class, both in schools with high and low student abilities.

scholarly journals Management by Textbook

2015 ◽  
Vol 39 (6) ◽  
pp. 774-800 ◽  
Author(s):  
Alison Errington ◽  
David Bubna-Litic
Keyword(s):  
Critical Thinking ◽  
Teaching Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Leadership Role ◽  
Skills Gap ◽  
Successful Management ◽  
Student Epistemology ◽  
Critical Skills ◽  
Development Of Students

Critical thinking is widely regarded as a crucial capability for competent management and also for any leadership role in society. In this article, we ask, “How do textbooks play a role in the weakness of many management graduates’ critical thinking skills?” Management teachers can find plentiful advice about best teaching practices, yet the critical skills gap remains. We argue that the nature and use of management textbooks intersect and interact with students’ epistemology to support a culture of surface learning, resulting in a failure to develop critical thinking skills. Textbooks reinforce underdeveloped student epistemology through limitations of content and position students as passive recipients of an authoritative version of oversimplified knowledge. In our survey of 30 successful management textbooks, we found the majority of popular management textbooks potentially inhibit, or only weakly support, the development of students’ capacity for critical thinking. The article concludes with suggestions for improving textbooks and textbook choice or considering alternatives.

Promoting the Teaching of Critical Thinking Skills Through Faculty Development

2009 ◽  
Vol 73 (6) ◽  
pp. 665-675 ◽  
Author(s):  
Linda S. Behar-Horenstein ◽  
Gail Schneider-Mitchell ◽  
Randy Graff
Keyword(s):  
Critical Thinking ◽  
Faculty Development ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Development of student worksheets based on STEM approach to improve students’ critical thinking skills

2021 ◽  
Vol 2104 (1) ◽  
pp. 012009
Author(s):  
Sutarto ◽  
J Prihatin ◽  
S Hariyadi ◽  
I Wicaksono
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
School Science ◽  
Critical Thinking Skills ◽  
Development Model ◽  
High School Science ◽  
Science Students ◽  
Sample Data ◽  
Selection Of

Abstract The development of Worksheets based on the STEM approach pays attention to the elements of writing, the hierarchy of materials, and the selection of questions as an efficient and effective stimulus. This research aims to produce Worksheets based on the STEM approach that meets the feasibility of improving students’ critical thinking skills. The development model in this research refers to the 4D (four-D) research and development model by taking sample data from high school science students in the former Besuki Residency, namely Jember, Situbondo, Banyuwangi, and Bondowoso Regencies. The research instrument uses tests, observations, and documentation. The research results show that Worksheets based on the STEM approach meet the valid, practical, and effective criteria for improving students’ critical thinking skills. This research implies that the availability of Worksheets is expected for students to research teaching materials independently. In Worksheet, students will get materials, summaries, and assignments related to the material.

scholarly journals DEVELOPMENT OF BIOLOGICAL ASSESSMENT BASED ON STUDENT CRITICAL THINKING SKILLS: a case study in eleventh grade at MAN 2 Palembang

2020 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Aseptianova Aseptianova ◽  
Sulton Nawawi ◽  
Resti Maya Astia
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
Biological Assessment ◽  
Discriminating Power ◽  
Level Of Difficulty ◽  
Very High

This study aims to determine the characteristics and feasibility of biology assessment based on critical thinking skills. This research is a research and development that adapts to the McIntire Miller development model. The sample used in the first trial was 80 students, and in the second trial were 76 students. Data collection techniques using questionnaire sheets, questionnaire sheets, interview sheets, test instruments in the form of essay questions of biology grade XI based on critical thinking from Facione with indicators: interpretation, analysis, evaluation, explanation, conclusions, and self-regulation. Techniques of data analysis using qualitative analysis and quantitative analysis. The results of this study were in the form of a biology assessment based on critical thinking skills in the form of essays in odd semester XI material and from the results of the 1st and 2nd trials totaling 24 items. The content validity of biology assessment based on critical thinking skills is qualified to very high. The construct validity the items are 28  questions valid (1st trial) with reliability value is 0.875. Furthermore, 24 questions are valid (2nd trial) with reliability value is 0.764. The results of the level of difficulty test are 0.332 (1st trial) and 0.537 (2nd Trial). The value of discriminating power is 1,541 (1st trial) and 2,021 (2nd trial). The data shows that the items can be used to measure students' critical thinking skills. We can involve the mental processes of pupils by the test based on critical thinking skills.

scholarly journals Aligning best practices to develop targeted critical thinking skills and habits

2017 ◽  
Vol 17 (3) ◽  
pp. 48-67 ◽  
Author(s):  
Ilea Eskildsen Heft ◽  
Lauren F V Scharff
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Student Performance ◽  
Teaching And Learning ◽  
Course Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Assessment Test ◽  
Upper Level ◽  
Critical Investigation

This project evaluated the effectiveness of a course design within an upper-level biology course that incorporated what prior scholarship of teaching and learning (SoTL) research has suggested to be best practices for developing critical thinking skills while also managing the grading load on the instructor. These efforts centered on the development of a clearly articulated subset of skills identified by the Critical Thinking Assessment Test (CAT) as well as incorporated learning experiences designed to instill what we refer to as a “habit of critical investigation.” In this study, we tested the hypothesis that a single semester of an aligned course utilizing active learning and multiple opportunities for practice and feedback would: (a) increase the extent to which students agreed with the importance of questioning the credibility of claims across the semester, (b) increase the frequency at which students reported personally questioning the credibility of claims across the semester, (c) increase the number of students reporting investigation techniques consistent with critical investigation across the semester and (d) result in significantly greater student performance on the CAT questions that assessed the sub-skills practiced in the course when compared to the performance of a representative group of senior students at our institution. We observed substantial and significant gains in both the frequency at which students reported questioning claims and the degree to which their reported investigative actions were consistent with critical investigation. Furthermore, on the critical thinking sub-skills most aligned with what was practiced in the course, the experimental group significantly outperformed the comparison group.

scholarly journals Quantifying Assessment Of Undergraduate Critical Thinking

2018 ◽  
Vol 15 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Michael Grant ◽  
Marshall Smith
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Institutions Of Higher Education ◽  
University Of Colorado ◽  
Colorado College ◽  
Undergraduate Experience ◽  
Critical Thinking Assessment Test ◽  
The University ◽  
Major Emphasis

Enhancing students' critical thinking capabilities stands as the top goal of undergraduate education, according to faculty from many universities. We assessed the change in critical thinking skills with a sample of 176 students enrolled at either the University of Colorado Boulder (UCB) or Colorado College (CC) by employing the Critical-thinking Assessment Test (CAT) developed with collaboration and support from the National Science Foundation. Students' critical thinking progress was compared by assaying skills during the first and last weeks of the term in classes that expressly emphasized: (1) critical thinking, or (2) civic engagement, or (3) where, according to the class instructors, neither was a point of major emphasis. CAT scores improved significantly for students at both institutions, in different categories of class types, and over the dramatically different lengths of terms (3.5 weeks at CC vs 15 weeks at UCB). Our research contributes to an understanding of changes in critical thinking as part of the undergraduate experience. We demonstrate that the CAT instrument can be an effective tool for assessing critical thinking skills across very different institutions of higher education.

scholarly journals Pengembangan LKPD Berbasis Inkuiri Terbimbing Pokok Bahasan Klasifikasi Mahluk Hidup

BIODIK ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 27-38
Author(s):  
Tantri Margayu ◽  
Upik Yelianti ◽  
Afreni Hamidah
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Small Group ◽  
Active Role ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
Development Research ◽  
The Subject

One of the teacher's efforts for students to play an active role in learning is to choose media that can practice the skills of conducting experiments, improve critical thinking skills so that students can develop the concept of science. This research is a development research with ADDIE development model. LKPD products are tested before being validated by media experts and material experts. The results of media validation obtained a percentage value of 98.75% with a very good category, and material validation obtained a percentage value of 90.00% with a very good category. The results of small group trials and large group trials were 93.05% and 86.25%, respectively, both included in the excellent category. Furthermore, for the perception of teachers obtained a percentage value of 97.72% with a very good category. Based on the results of the study it was concluded that the inquiry-based LKPD was guided on the subject of the classification of living thing  for Seventh grade of Yunior High School suitable for use in learning. Abstrak  Salah satu upaya guru agar peserta didik berperan aktif dalam pembelajaran adalah dengan memilih media yang dapat melatih keterampilan melakukan eksperimen, meningkatkan keterampilan berpikir kritis sehingga peserta didik dapat mengembangkan konsep IPA.  Salah satunya adalah dengan menggunakan media LKPD berbasis inkuiri terbimbing.  Penelitian ini bertujuan menghasilkan LKPD berbasis inkuiri terbimbing pada pokok bahasan klasifikasi mahluk hidup, juga untuk mengetahui persepsi peserta didik dan guru terhadap LKPD yang dikembangkan.  Penelitian ini merupakan penelitian pengembangan dengan model pengembangan ADDIE.  Produk LKPD sebelum diujicobakan terlebih dahulu divalidasi oleh ahli media dan ahli materi.  Hasil validasi media diperoleh nilai persentase 98,75% dengan katagori sangat baik,dan validasi materi diperoleh nilai persentase 90,00% dengan katagori sangat baik.  Hasil uji coba kelompok kecil dan uji coba kelompok besar secara berurutan adalah 93,05% dan 86,25%, keduanya termasuk dalam katagori sangat baik.  Selanjutnya untuk persepsi guru diperolah nilai persentase 97,72% dengan katagori sangat baik.  Berdasarkan hasil penelitian disimpulkan bahwa LKPD berbasis inkuiri terbimbing pada pokok bahasan klasifikasi mahluk hidup untuk kelas VII SMP layak digunakan dalam pembelajaran.

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