Critical Thinking Assessment

Contact
For additional information
phil.pepe@pcmail.maricopa.edu
What is Critical Thinking?

• I know it when I see it.

– Questioning
– Problem solving
– Leads to Discuss
Join our online discussion group.
Understanding Send me an e-mail.
Steps in the Thinking Process

• Unconsciousness
Deactivated
Steps in the Thinking Process

• Consciousness
Random Thoughts
Steps in the Thinking Process

• Perception
Facts and Figures
Steps in the Thinking Process

• Questioning
Source of Critical Thinking
Steps in the Thinking Process

• Problem Solving
Process of Critical Thinking
Steps in the Thinking Process

• Understanding
Solutions
Steps in the Thinking Process

• More Questioning
Positive Feedback
Importance of Critical Thinking...

• Creating a feedback loop

that feeds the mind.
– > Questioning ->
– > Analysis ->
– > Understanding ->
– > More Questioning ->
An Official Definition…
• Critical thinking is the disciplined
process of actively and skillfully
conceptualizing, applying, synthesizing,
and/or evaluating information gathered
from, or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to
understanding and action.
Elements of Critical Thinking...

• Conceptualizing
• Applying
• Analyzing
• Synthesizing
• Evaluating
Critical Thinking Assignments

• Require using the thinking feedback loop.

• Report the results of using the thinking
feedback loop through verbal, written, or
other expression.
Activates Learning

• Promoting critical thinking leads to

active teaching and learning.
• Create an active feedback loop that
promotes critical thinking!
Assessing Critical Thinking
Assignments

• Assessing critical thinking assignments is

a challenging and rewarding process.
• The assessment process can be used to
help improve assignments and create
new ones.
 What is Assessment?

• Assessment is the systematic collection

of information about student learning and
the use of that information to improve the
teaching and learning process in
classroom, department, and general
education programs.
Grades and Assessment

• Grades are not assessment.

• However, the grading process can be
set up to act as an assessment
process.
Creating a Performance Based
Classroom Assessment Process
• Consider what you want your students to learn
• Construct assignments/tests that will teach and test
that learning
• Guide students’ learning and offer feedback
• Establish fair, clear standards/criteria and apply them
consistently to students’ work
• Use student performance data to improve teaching
and student learning
• Document the information
Performance Based
Classroom Assessment
• Developed by the Teacher
• Outcome driven
• Utilizes primary trait scales (rubrics)
• Targets improvements
 Benefits of Classroom
Assessment
• Teacher’s set the learning goals and standards
• Focuses effort on desired outcomes
• Uses a well defined grading process
• Promotes an active interchange of ideas
• Identifies areas that need improvement
Critical Thinking Assessment
Instructional Resources
• Maricopa Center for Learning
and Instruction (MCLI)
• Phoenix College’s Critical
Thinking Assessment
Committee (CTAC)
Resource
Contact MCLI for more information
about Critical Thinking.
www.mcli.dist.maricopa.edu
CTAC Members

Jeanne Arquette (Chemistry)

Linda Offenberg
(Business) Cynthia
Ortega (Reading) Philip
Pepe (Biology) Mark Join
Rosati (Biology) Cynthia
Join your Critical Thinking
Viera (CASS) Assessment Committee.
Critical Thinking Instruction
• Add, identify and refine
critical thinking
assignments to your
classes.
• Pilot performance based
classroom assessments
Help
To give or receive help
of your critical thinking contact CTAC.
assignments. phil.pepe@pcmail.maricopa.edu