Making Student Thinking Visible through a Concept Map in Computer-Based Assessment of Critical Thinking

2014 ◽  
Vol 50 (2) ◽  
pp. 249-270 ◽  
Author(s):  
Yigal Rosen ◽  
Maryam Tager
Keyword(s):  
Critical Thinking ◽  
Concept Map ◽  
Student Thinking ◽  
Computer Based

Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking

2020 ◽  
pp. 656-682
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Critical Thinking ◽  
Large Scale ◽  
Concept Maps ◽  
Concept Map ◽  
Thinking Skills ◽  
Future Research ◽  
Supporting Evidence ◽  
Instructional Tools ◽  
Large Scale Assessment ◽  
Computer Based

A concept map is a graphical tool for representing knowledge structure in the form of a graph whose nodes represent concepts, while arcs between nodes correspond to interrelations between them. Using a concept map engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. Although the potential use of concept maps to assess students' knowledge has been recognized, concept maps are traditionally used as instructional tools. The chapter introduces a technology-enabled three-phase Evidence-Centered Concept Map (ECCM) designed to make students' thinking visible in critical thinking assessment tasks that require students to analyze claims and supporting evidence on a topic and to draw conclusions. Directions for future research are discussed in terms of their implications to technology tools in large-scale assessment programs that target higher-order thinking skills.

Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking

2016 ◽  
pp. 502-527
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Critical Thinking ◽  
Large Scale ◽  
Concept Maps ◽  
Concept Map ◽  
Thinking Skills ◽  
Future Research ◽  
Supporting Evidence ◽  
Instructional Tools ◽  
Large Scale Assessment ◽  
Computer Based

A concept map is a graphical tool for representing knowledge structure in the form of a graph whose nodes represent concepts, while arcs between nodes correspond to interrelations between them. Using a concept map engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. Although the potential use of concept maps to assess students' knowledge has been recognized, concept maps are traditionally used as instructional tools. The chapter introduces a technology-enabled three-phase Evidence-Centered Concept Map (ECCM) designed to make students' thinking visible in critical thinking assessment tasks that require students to analyze claims and supporting evidence on a topic and to draw conclusions. Directions for future research are discussed in terms of their implications to technology tools in large-scale assessment programs that target higher-order thinking skills.

An Interactive Computer-Based Conferencing System to Accommodate Students' Learning Process

1992 ◽  
Vol 21 (2) ◽  
pp. 109-123 ◽  
Author(s):  
Hossein Saiedian
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Bulletin Board ◽  
Communication Medium ◽  
Self Evaluation ◽  
Class Discussions ◽  
Computer Based ◽  
Effective Role ◽  
Mail System ◽  
Conferencing System

We describe an integrated computer-based conferencing and mailing system as a tool to encourage students to more actively participate in class discussions. The system is called ICMS (Integrated Conferencing and Mail System). It provides a bulletin board that serves as a communication medium for the students and the instructor. An analysis of why students do not actively engage in class discussions is given. We then proceed to explain how the ICMS system can successfully alleviate this problem. Furthermore, we discuss how the ICMS system can serve as a tool to improve a student's critical thinking and as a guide to self-evaluation. Other unintended but positive consequences of the ICMS system are described. We conclude that the ICMS system can play an effective role in students' learning process.

scholarly journals The Development Higher Order Thinking Skill (Hots) As Questions In Chemistry Study (Solubility And Solubility Product Constant)

2021 ◽  
Vol 9 (1) ◽  
pp. 51
Author(s):  
Faucut Sarah ◽  
Ibnu Khaldun ◽  
Abdul Gani
Keyword(s):  
Critical Thinking ◽  
Solubility Product ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Teachers And Students ◽  
Computer Based ◽  
Solubility Product Constant

The significance of critical thinking as one of the 21st  century skills makes the Indonesian Ministry of  Education  and  Culture  integrate  Higher  Order Thinking  Skill  (HOTS)  in the  latest national curriculum. Students critical thinking skills to working on HOTS assessment are fundamental, especially in learning chemistry lessons. The research purpose is to analyze the quality of HOTS chemistry questions/ assessment and to observe the teachers and students responses to computer-based test instruments developed using Wondershare Quiz Maker Software (WQM). The research method used Research And Development (R & D) Borg & Gall model. The sample was determined by Random Sampling Technique in total 104 students from several high school in Banda Aceh, it is SMAN 4, SMAN 5, SMAN 8 and SMAN 11. The data analysis technique was through calculating the percentage score of the assessment quality and analyzing the question items quantitatively such as validity, reliability, difficulty level of the questions, differential question power tests and distracting question power using proanaltes. The results showed that the quality of HOTS in chemical questions tested (for the solubility subject and the solubility product constant in terms of qualitative analysis of the items) in the validation test gained average score, it is 98.1%, means the items are qualified categories. In terms of quantitative analysis question items, it reached 95% valid and 5% invalid and the reliability test score was 0.740, are in high category. The questions difficulty covers 95% medium and 5% are in difficult level. The questions differential power for each category is 65% good, 30% medium and 5% less. The teachers and students response to the development of the computer-based HOTS test instrument using WQM software was positive and show good result. The teacher response positively on score strongly agreed was 83.3% and agreed 16.7%, while the students response on score strongly agreed was 27.2% and 63.3% agreed. The research conclusion there is significant  students critical thinking skills improved  (in learning the solubility and the solubility product constant chapter) by using HOTS assessment using Wondershare Quiz Maker software.

scholarly journals Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

2017 ◽  
pp. 348-365 ◽  
Keyword(s):  
Critical Thinking ◽  
Locus Of Control ◽  
Concept Mapping ◽  
Concept Maps ◽  
Reflective Thinking ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Concept maps have been proposed as a tool that can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. In this paper, we review how the different aspects of constructing a concept map can help develop and exercise these skills, and discuss why most students never reach the level of concept mapping skills required to exercises their higher-order thinking skills, in what we propose is a case of pedagogic frailty involving the ‘Pedagogy and Discipline’ and ‘Locus of Control’ dimensions.

Computer-Based Concept Mapping

2006 ◽  
pp. 100-104 ◽  
Author(s):  
Sherman R. Alpert
Keyword(s):  
Concept Mapping ◽  
Visual Representation ◽  
Concept Map ◽  
Geometric Object ◽  
Knowledge Map ◽  
Semantic Relationships ◽  
Computer Based ◽  
Representation Of Knowledge

A concept map (also known as a knowledge map) is a visual representation of knowledge of a domain. A concept map consists of nodes representing concepts, objects, events, or actions connected by directional links defining the semantic relationships between and among nodes. Graphically, a node is represented by a geometric object, such as a rectangle or oval, containing a textual name; relationship links between nodes appear as textually labeled lines with an arrowhead at one or both ends indicating the directionality of the represented relation. Together, nodes and links define propositions or assertions about a topic, domain, or thing. For example, an arrow labeled has beginning at a node labeled bird and ending at a wings node represents the proposition “A bird has wings” and might be a portion of a concept map concerning birds, as portrayed in Figure 1.

Relationship between Types of Question Prompts and Critical Thinking in Online Discussions

2013 ◽  
pp. 197-222 ◽  
Author(s):  
Jennifer C. Richardson ◽  
Ayesha Sadaf ◽  
Peggy A. Ertmer
Keyword(s):  
Critical Thinking ◽  
Critical Incident ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
High Quality ◽  
Student Responses ◽  
Question Prompts ◽  
The Relationship ◽  
Structure Discussion

This chapter addresses the relationship between types of initial question prompts and the levels of critical thinking demonstrated by students’ responses in online discussions. The chapter is framed around a research study involving discussion prompts that were coded and classified using Andrews’ typology (1980). Students’ responses (n=1132), taken from 27 discussion forums, were coded using the four-stage Practical Inquiry Model (PIM) (Garrison, Anderson & Archer, 2001). Among the nine question types explored, Critical Incident questions were most effective in generating high levels of student thinking. This was followed by Lower Divergent, Shotgun, and Analytical Convergent question responses that mainly resulted in students achieving the Integration phase of the PIM. Moreover, validation of the discussion prompts provides an updated typology that categorizes question prompts based on the verbal structure of online discussions. This chapter provides important implications for instructors who teach online, especially those looking for general guidelines regarding how to structure discussion prompts to elicit high quality student responses.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

Critical Thinking and the Socratic Method

2022 ◽  
pp. 22-40
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Confidence Level ◽  
Socratic Method ◽  
Complex Problems ◽  
Computer Based ◽  
Problem Solvers ◽  
Combine Evidence

This chapter starts by answering the question, “What is critical thinking?” As it turns out, not everyone agrees on what critical thinking is. Nevertheless, researchers agree that critical thinking allows many people to reason together for solutions to complex problems. Also, in this chapter, the authors look at how computing capabilities enhance Socratic problem solving. A computer-based Socratic problem-solving system can keep problem solvers on track, document the outcome of a problem-solving session, and share those results with participants and a larger audience. In addition, Socrates DigitalTM can also help problem solvers combine evidence about their quality of reasoning for individual problem-solving steps and the overall confidence level for the solution.

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