ERIC Number: ED353296
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
A Model for the National Assessment of Higher Order Thinking.
Paul, Richard; Nosich, Gerald M.
This document provides a model for the national assessment of higher order thinking and consists of a preface and four main sections. The preface discusses the problem of lower order learning, summarizes the state of research into critical thinking and instructional reform, and explains the structure of the paper. Section 1 of the paper describes 21 criteria for higher order thinking assessment. Section 2 makes the case for how "a rich substantive concept of critical thinking" meets these 21 criteria, and highlights the dangers of a non-substantive concept of critical thinking. Section 3 outlines four domains of critical thinking (elements of thought, abilities or basic modes of reasoning, affective dimensions, and universal intellectual standards). Section 4 makes substantive recommendations regarding how to assess the various domains of critical thinking, the test strategies that may be used (including multiple rating items and essay items), the value of the proposed strategy for educational reform, and the suggested implementation of the proposed assessment. An assessment of the results of critical thinking instruction should focus on thinking within the framework of particular academic subjects and thinking in interdisciplinary contexts that are important for functioning as an autonomous well-informed productive member of a democracy. Seven figures are included. (RLC)
Descriptors: Academic Standards, Cognitive Measurement, Critical Thinking, Educational Assessment, Educational Change, Elementary Secondary Education, Evaluation Criteria, Intelligence, Models, National Competency Tests, National Programs, Problem Solving, Student Evaluation, Testing Programs, Thinking Skills
Foundation for Critical Thinking, 4655 Sonoma Mountain Road, Santa Rosa, CA 95404 ($3).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: N/A