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Assessment of Critical-Analytic Thinking.

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Title: Assessment of Critical-Analytic Thinking.
Authors: Brown, Nathaniel, Afflerbach, Peter, Croninger, Robert
Source: Educational Psychology Review. Dec2014, Vol. 26 Issue 4, p543-560. 18p.
Subjects: National Assessment of Educational Progress (Project), Common Core State Standards, Next Generation Science Standards (Education), Critical thinking studies, Scoring rubrics, Creative ability testing
Abstract: National policy and standards documents, including the National Assessment of Educational Progress frameworks, the Common Core State Standards, and the Next Generation Science Standards, assert the need to assess critical-analytic thinking (CAT) across subject areas. However, assessment of CAT poses several challenges for developers of both large-scale and classroom assessments: Current CAT assessments often suffer from questionable item contexts, subjective rubrics, and underdeveloped construct formulations. Attention to these aspects of assessment would improve understanding of the development of students' CAT and provide tools for helping teachers teach and students learn. We discuss these challenges within the context of several content areas and highlight the importance of developing formative assessments that capture the development of CAT in different domains of learning. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: National policy and standards documents, including the National Assessment of Educational Progress frameworks, the Common Core State Standards, and the Next Generation Science Standards, assert the need to assess critical-analytic thinking (CAT) across subject areas. However, assessment of CAT poses several challenges for developers of both large-scale and classroom assessments: Current CAT assessments often suffer from questionable item contexts, subjective rubrics, and underdeveloped construct formulations. Attention to these aspects of assessment would improve understanding of the development of students' CAT and provide tools for helping teachers teach and students learn. We discuss these challenges within the context of several content areas and highlight the importance of developing formative assessments that capture the development of CAT in different domains of learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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