Critical Thinking and the Process of Assessment
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Critical Thinking and the Process of Assessment

 

Date:

8 April 2019 Monday

Venue:

To Be Advised

Time:

9.00AM to 5.00PM

Closing Date:

26 January 2019 Friday

Fee:

S$550.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$500.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch.

Registration:

Click here to register for the workshop

Other Information:

Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

Workshop Description

We focus on the process of assessment: how to use it effectively ourselves and how to teach students to use it. We emphasize the general logic of all assessment.

To assess, we need a purpose, an object (something to be assessed), criteria of assessment, facts about our object, and judgments about our object based on the purpose, criteria, and facts. In the workshop we will look at various forms of assessment in use.

Assessment is a process crucial to critical thinking and to successful teaching and learning. Learning to think critically is learning to assess our own thinking and improving our thinking as a result of that assessment. When we teach well, we use assessment for multiple purposes.

Our knowledge of the process of assessment can enable us to better assess classroom design, modes of testing, standardized tests, student performances, the thinking of students, the modeling of thinking, students' learning of content, students' reading, writing, speaking, and listening, and students' assessment of their own work. All of these dimensions of assessment will be covered in this workshop.

Participants will learn how to make better assessment decisions. The result will be higher quality assessment both in our teaching and in student learning.

I. Introduction to Assessment
Participants are introduced to the fundamental logic of all assessment: its contrast with subjective preference, its basis in assessment goals, the requirement of objective facts, relevant criteria, valid reasoning, and a fair application of criteria to data. A checklist for all assessment is developed.

II. Critical Thinking Tests & The Improvement of Instruction
The common features, advantages, and disadvantages of available critical thinking tests are presented and discussed. A case is made for the use of an essay test (such as that available from the International Center for the Assessment of Thinking) suitable to intradisciplinary as well as interdisciplinary testing of critical thinking. The speaker demonstrates how a testing program can be devised which is coordinated with faculty development, in-house student and programmatic assessment, and a long range instructional improvement plan.

III. Teaching Students to Assess Each Other's Work
Emphasis is placed on the theory which aims directly at teaching students how to assess each other's work. It is based on years of classroom experimentation and experience (on the part of presenters) with faculty models aimed at student assessment.

Participants will:

  1. construct assessments that require students to think critically about and within the material in their courses or classes;construct assessments built on intellectual standards of critical thinking;
  2. construct assessments built on the elements of reasoning;
  3. create central reasoning assessments