ERIC Number: EJ1086154
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Reference Count: N/A
Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition
Bassett, Molly H.
Teaching Theology & Religion, v19 n1 p20-40 Jan 2016
In this essay, I explore an exam format that pairs multiple-choice questions with required rationales. In a space adjacent to each multiple-choice question, students explain why or how they arrived at the answer they selected. This exercise builds the critical thinking skill known as metacognition, thinking about thinking, into an exam that also engages students in the methods of the academic study of religion by asking them to compare familiar excerpts and images. As a form of assessment, the exam provides a record of students' knowledge and their thought processes, and as a learning strategy, it encourages students to examine the thought processes they use to understand religion(s) and its many manifestations.
Descriptors: Critical Thinking, Teaching Methods, Multiple Choice Tests, Metacognition, Test Format, Thinking Skills, Evaluation Methods, Educational Practices, Educational Strategies
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Publication Type: Journal Articles; Reports - Evaluative
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