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Developing Critical Thinking under Test Conditions: an explorative endeavou r Sandra Leigh University of Nottingham.

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Presentation on theme: "Developing Critical Thinking under Test Conditions: an explorative endeavou r Sandra Leigh University of Nottingham."— Presentation transcript:

1 Developing Critical Thinking under Test Conditions: an explorative endeavou r Sandra Leigh University of Nottingham

2 Freire’s Concept of Education Banking versus liberating education

3 Outline Introduction Challenges Validity & Strengths Limitations and future developments/directions Questions

4 Introduction Foundation Programme and CT module CT learning outcomes: – understanding argumentation and reasoning – analytical and critical thinking, – developing confidence

5 Test Purpose how students position themselves in a controversy how they present valid arguments their abilities to note fallacious reasoning and to understand abstract concepts, bias, statistics

6 Challenges (Abstract and diverging) process versus (tangible & convergent)product Content versus thinking skills Selecting the right topics Students’ different abilities

7 The Test 1 st section: 10 questions 2 nd section: 15 questions; multiple tasks 3 rd section: 1 question from 3 choices

8 Validity Criteria for CT assignments: thinking-testing-and-assessment/594 thinking-testing-and-assessment/594 Learning Outcomes of FP

9 Four Criteria for CT assignments Address fundamental & powerful concepts Appropriate (range) of cognitive skills Reasoned questions/judgements within conflicting or complex issues Intellectual standards: FP learner outcomes

10 Learner Outcomes knowledge and understanding intellectual skills transferable skills

11 Strengths Variety of cognitive skills + Engaging and continuous process = Learning under assessment conditions

12 Limitations Time and Topics Materials, cultural bias & language advantage Subjective marking: sections 2 and 3

13 Future Developments Assessment: exam and coursework; SEM 1 and 2 Include more global perspectives Provide more clarifications

14 Questions ?

15 References Freire, P. (2004). Pedagogy of Hope. London: Continuum. Paul, R. and Elder, L. (2007) Consequential Validity: using assessment to drive instruction. Available at erAssessmentSept2007.pdf erAssessmentSept2007.pdf Wolfe, C. (nd) Criteria for Critical Thinking Assignments. Available at thinking-testing-and-assessment/594 thinking-testing-and-assessment/594


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