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A Formative approach to
assessing Critical &
Creative Thinking
Humanities Department
Mrs Grace Bok
Mr Daniel Chin
Ms Ng Mui Leng
Ms Tang Siew Boey
Mr Teo Joo Cheong
Outline of Sharing
A background to Critical Thinking
Integrated Humanities Task & Assessment
Rubric Design
Evaluation
Thinking about Critical Thinking
Essential Questions
What is Critical Thinking?
Why teach Critical Thinking?
How do we teach Critical Thinking?
How do we assess Critical Thinking?
What is Critical Thinking:
•Critical thinking
To seek clarity in thinking
•Creative thinking
The ability to put things together in new ways
that have not previously been considered
Why teach Critical Thinking?
Critical Thinking: Effective Learning
The learner will:
• think with greater clarity and critical
awareness (multi-perspective)
• have deeper understanding of the content
and be able to process the information in a
meaningful way
• apply the knowledge he has learnt in new
situations appropriately (create).
In a nutshell, a critical thinker is
able to…….
comprehend, explain, analyze,
synthesize, interpret, develop a
critical awareness, evaluate,
hypothesize, and apply
information in new situations
Critical Thinking (DOE) guides our
curriculum design,
pedagogy &
assessment
Curriculum Design
A meaningful / meaning-rich
curriculum is a concept-driven
curriculum content taught through
concepts (big ideas)
The Structure of Knowledge
Agriculture
• Environment • Distribution
• Processes • Outputs
H. Lynn Erickson,2007
Shifting cultivation
Wet-rice farming
High tech farming
Different conditions in the physical and human environments have differing impact on the distribution, processes, outputs and future trends of different agricultural systems.
Deeper Understanding
Through Concepts
• Why concept-based approach?
– students can apply concepts and gain factual
knowledge on their own.
– better facilitates critical thinking as students
learn to draw out connections and probe
further, deeper into underlying themes and
issues
SUPERFICIAL
UNDERSTANDING
DEEP
UNDERSTANDING
Concerned with
facts – sees no
relationships
Memorizing facts
and no retention of
key concepts
Concerned with
concepts and their
relationships
Retention of
concepts
Critical Thinking & Understanding
• Even the most successful students
typically fail to exhibit “genuine
understanding” – as opposed to “mastery”
of the content they are taught.
Gardner (1991) ”The Unschooled Mind”
Pedagogy
Inquiry-based learning approach
•Questioning
•Gathering data
•Making sense of the data – forming
generalizations
•Reflecting on the learning experience
Pedagogy: Inquiry learning
Critical Thinking skills acquired through:
• Hilda Taba ‘concept development’ model
• Elements of Thought (Wheel of
Reasoning)
• Socratic Questioning
Pedagogy: Inductive Thinking
Classifying information gathered and applying
relevant concepts in a contextualised
scenario/problem
Critical Thinking: Assessment
• Authentic performance tasks to engage
the learner
• Assessment of understanding through a
performance rubric
IH Task Curriculum Concepts • Common concepts were chosen to represent
both Geography and History disciplines.
– Interaction
– Change
– Sustainability
• Students are assessed based on how well they have understood and presented these 3 concepts from both geographical and historical perspectives.
IH AuthenticTask Design:
Problem-based Learning (PBL)
Exposing students to real life scenarios will
enable them to take on the roles of
stakeholders and examine the problem-
based scenarios from a distinct and biased
perspective.
(Robin Fogarty 1997, 8-9)
Integrated Humanities Task
• The students were given 3 challenges to choose
from
– Building a pyramid
– Building a trade settlement
– Building a fortress
• Students have to take into consideration the
environment and the socio-political realities of
ancient Egypt and propose a sustainable plan to
resolve their given challenge.
IH Task: Mode of Assessment
• Formal Assessment (graded components)
– Milestone Checks
– Proposal (final written report)
– Self Reflection (individual)
• Informal Assessment (non-graded)
– Consultations with mentors
Point to note • “Russian psychologist Vygotsky (1962) referred to
the difference between what a child could do without help and what he or she could do with support as the ‘zone of proximal development’” (Roberts, 2003:28).
• His concept of proximal development therefore implied that students should be supported in inquiry work in order to achieve higher levels.
• Hence for the IH Task, optimal amount of scaffolding had been provided for the students in the form of the milestone checks and teacher consultations.
IH Task: Assessment Rubric design
Assess students’ understanding & critical
thinking:
• Process and organize information meaningfully
under concepts
• Draw out links/inter-relationships between
concepts
• Apply relevant information in new contexts
• Reflect upon learning and ask good questions
IH Task: Assessing Critical
Thinking
•Sparking curiosity: Questioning
•Gathering data
•Making sense of the data
•Reflecting on learning experience
Stage 1: Sparking Curiosity
• At this initial stage of the inquiry process,
students have to play an active role in asking
questions.
• For Milestone Checks 1 and 2, students had
to generate questions and the quality of their
questions was continually assessed by the
teacher mentors.
Hands-on session
Eg of Milestone Check 1:
• Expand guiding questions to at least 6 relevant
questions covering the 3 concepts of interaction, change
& sustainability. Questions should examine the concepts
from both historical and geographical perspectives .
• Egs of guiding questions:
1. In what ways can we make the new trading settlement
more accessible to both traders & suppliers of the
goods and services? (I)
2. What are the commodities that would be traded here?
Eg of Milestone Check 1:
• Egs of guiding questions:
1. How do we maintain security in the trading
settlement? (S)
2. How do we ensure enough food for both the people in
Upper Egypt and the traders from elsewhere? (S)
3. Will the building of this trading settlement result in
disputes between Thebes and its neighbouring
cities? (C)
4. How will the establishment of this trading settlement
increase the control of the Normarch of Thebes? (C)
Stage 2: Gathering Data
• There is a vast amount of available information on ancient Egyptian civilizations and students had to learn how to discern between the relevance and reliability of sources in order to utilise the best resources for their proposal.
• Assessment is based on their ability to annotate sources (through picking out relevant data), draw connections between sources (eg. through comparison) and organising data (through graphic organiser). [in Milestone Checks]
Eg of Milestone Check 1: • Annotations done on readings to indicate relevant/useful information.
Milestone Check 1:
CRITERIA / PERFORMANCE INDICATORS
Not yet
[0]
Some
evidence
[1]
Done
[2]
Group Dynamics
1 Clear delineation of roles and responsibilities in given template
2 A timeline with realistic deadlines ( for Term 2 & June Hols )
Data Collection
3 Hard copies of at least 8 sources of readings with the sources
clearly stated
4 Annotations on readings to indicate relevant/useful information
5 Clear indication of the person who did the reading &
annotation on each of the hard copies
Analysis
6 Expansion of guiding questions- at least 6 relevant questions
covering the 3 concepts of interaction, change & sustainability
7 Questions examine the concepts from both historical and
geographical perspectives
Comments
Stage 3: Exercising Reasoning
• Requirements of final proposal:
• propose the best location for the pyramid/new trading
settlement/series of fortresses and mark it on given map
• provide convincing reasons for their proposed location
• suggest how construction can be sustained at the
proposed location
• suggest how the trading settlement can become self-
sustaining and generate great wealth for Thebes / how
the fortresses can be self-sustaining
Students should show evidence of thorough consideration of all
relevant aspects of interaction, change and sustainability .
Step 3: Exercising Reasoning
• Students had to think critically because
they had to probe further by drawing out
connections between factors, analysing
the issue from multiple perspectives and
justifying their proposal.
IH Task: Assessment of Understanding
Key facets of understanding: • Explanation
• Interpretation
• Synthesis
• Application
• Perspective (Critical awareness)
Feasibility of Proposal
CRITERIA 5 4 3 2
Fulfilment of task
objectives
Fulfilled all 4 task objectives Fulfilled 3 task objectives Fulfilled at least 2 task
objectives
Fulfilled at least one task
objective
Key Facets of Understanding
CRITERIA 18-20 14-17 10-13 1-9
A) Understanding
& Analysis
Explanation &
Interpretation
Application
Shows a strong
understanding of historical
and geographical aspects
of the 3 key concepts.
Inter-relationship between
concepts ( both key
concepts and minor
concepts ) is accurate and
comprehensive.
The application of concepts
and evidence is advanced,
going beyond the grasp of
the subject typically found
at this age level
Shows a clear
understanding of historical
and geographical aspects
of the 3 key concepts.
Inter-relationship between
concepts ( both key
concepts and minor
concepts ) is accurate and
reasonably comprehensive.
The application of concepts
and evidence is clear and
appropriate.
Shows a reasonable
understanding of historical
and geographical aspects
of the 3 key concepts.
Inter-relationship between
concepts is mostly accurate
but superficial.
The application of concepts
and evidence is somewhat
clear and appropriate.
Shows a limited understanding
of historical and geographical
aspects of the 3 key concepts.
Inter-relationship between
concepts is mostly inaccurate.
The application of concepts and
evidence is simplistic and
inadequate.
RUBRIC FOR INTEGRATED HUMANITIES PERFORMANCE TASK – PROPOSAL
Report reflects the following:
1. Ability to organise information
from both disciplines under
the three key concepts of
interaction, change and
sustainability.
2. Accuracy of content
3. Ability to show and apply
understanding of the linkages
between the three key
concepts and other minor
concepts, where applicable.
CRITERIA 18-20 14-17 10-13 1-9
B) Critical
Awareness Viewpoints of
various groups
(Empathy)
Awareness of
obstacles , actions
and consequences
Consider a broad range of
the needs & views of most
groups involved in the
task.
Able to clearly explain the
rationale behind decisions
made and provide strong
justifications for the
actions taken.
Consider a reasonable
range of the needs &
views of some groups
involved in the task.
Able to explain the
rationale behind decisions
made and provide
sufficient justifications for
the actions taken.
Consider a limited range
of the needs & views of
some groups involved in
the task.
Able to somewhat explain
the rationale behind
decisions made and some
attempt made to justify
the actions taken.
Consider only the basic
needs of a few groups
involved in the task.
A weak attempt to explain the
rationale behind decisions
made and little or no attempt
made to justify the actions
taken
.
Report reflects the following:
1. Ability to adopt a multi-
perspective approach to problem
solving.
2. Ability to consider implications/
consequences of decisions and
weighing the pros & cons in order
to arrive at a most feasible
proposal.
3. Ability to pre-empt
problems/obstacles and consider
solutions.
Skills
CRITERIA ( 11-12 ) ( 9 -10 ) ( 6 - 8 ) ( 1- 5 )
Organisation
Ideas are clearly &
effectively communicated.
Focus/coherence is
maintained throughout with
good and logical
transitions of ideas /
thoughts
Ideas are generally well
communicated.
Focus/coherence is
maintained though there
are occasional lapses.
The transitions of ideas /
thoughts are generally
smooth
Not all ideas are clearly
communicated. There are
frequent lapses in
focus/coherence. Sudden
and awkward transitions of
ideas / thoughts
Information is communicated
as isolated pieces in a random
fashion
Appropriate
Language
Appropriate geographical
& historical terms are
consistently used.
Appropriate geographical
& historical terms are used
.most of the time.
Appropriate geographical
& historical terms are
sometimes used.
Appropriate geographical &
historical terms are rarely
used.
CRITERIA ( 8 ) ( 6 - 7 ) ( 4- 5 ) ( 1-3 )
Map Reading
Able to retrieve and
synthesize relevant
information drawn from a
variety of maps.
Able to retrieve and apply
relevant information drawn
from different maps.
Able to retrieve with little
evidence of ability to apply
relevant information drawn
from different maps.
Able to retrieve with little
evidence of ability to apply
relevant information drawn
from different maps.
Report reflects the following:
1. Understanding & application of
subject-specific skills & terms to
the task, where appropriate
SCORE Feasibility of
Proposal
Understanding
& Analysis
Critical
Awareness
Organisation &
Language
Map Reading
5
20
20
12
8
RUBRIC FOR INTEGRATED HUMANITIES PERFORMANCE TASK – PROPOSAL
Allocation of marks reflects the relative importance of the assessment
components
1. Critical thinking skills & understanding – 61.5% of total mark
2. Understanding & application of subject-specific concepts & skills –
about 30.8% of total mark
3. Others – about 7.7%
Stage 4: Reflective thinking
• Instructions to students:
Submit an individual written reflection on your learning
process. Your points must be supported by specific
incidents that occurred during this period as you and
your team members work on the performance task.
As such, you are strongly encouraged to keep a log
book to keep track of your learning process and record
incidents that have contributed to your personal growth.
Step 4: Reflective Thinking
• Reflection should include what they have learnt
and the areas for improvement in at least 3
different areas – knowledge, skills and
communication.
• Reflections would serve as a useful reference for
these students as they embark on a new phase
of inquiry process.
Reflective Thinking Rubric CRITERIA 14-15 11-13 8-10 1-7
Evaluation of
learning process
More evaluative than
descriptive. Reflection
is very well supported
with relevant incidents.
Scope of reflection is
broad.
More evaluative than
descriptive. Reflection is
generally supported by
relevant incidents. Scope
of reflection is fairly broad.
Largely descriptive with
some attempt to evaluate
the learning process.
Some incidents are cited
but not always relevant.
There is some breadth in the
scope of reflection.
Does not move beyond
mere description of
learning process. No
supporting incidents as
illustrations. Scope of
reflection is narrow.
SCORE
15
Statistical Evidence
Statistical Evidence
Statistical Evidence
Statistical Evidence
Student Reflections
• “The topic was about
Ancient Egypt, which I felt
that it really suited what I am
studying now as we are
learning birth of civilisations
in History now and the river
Nile in Geography, it has
enabled me to have a better
understanding of the
concepts of these subjects.”
• --- Loh Hui Yuen (1I)
“When building a trading
centre, there are bound
to be many problems,
like attacks from other
countries. Now, I am
able to weigh the pros
and cons so as to pick
out the perfect location
to build a trading centre.”
--- Olivia Yu Wanzhi (1L)
Student outcomes
• Students’ learning Eexperience was enhanced by the IH Task
Students were more motivated
Better understanding of content
Think more critically and creatively
Developed problem-solving skills.
Teachers’ Reflections
•Every teacher has to mentor one to two classes of students, effectively, it
means 6 to 12 groups. It is not easy but it gives me the opportunity to speak to
the groups at least 3 times to understand their thought process and guide them
in their planning. An area that I feel students are generally weak in – how to
ask relevant questions. The role of mentor is crucial in getting them to probe
deeper into the problem by asking more and better questions. (Marilyn Ling,
History teacher)
•Formative assessment enabled me to guide my students step-by-step towards
achieving the desired outcomes. The majority of my students was thus able to
learn valuable critical thinking and research skills.
(Ng Mui Leng, Geography teacher)
• Lack of precision in
selecting material
(large-scale ‘cut n
paste’ job)
• Difficulty in organizing
the vast amount of
information collected
• Questions were not
focused and did not
lead towards
understanding the
issue at hand
• Not thinking deeply
enough – want to
arrive at quick answers
• Teacher to model
process of annotation
and mentors to provide
more useful comments
with regards to
annotations
• Use of graphic
organisers to categorise
informaton
• Use Intellectual
Standards to guide
students on the elements
of good questioning and
teachers to model
questioning
• Longer time for
completion of project
A FINAL WORD…..
Deep thinking starts and
ends with questions
Answers kill the thinking
process
References
• Fogarty, R. (1997). Problem-Based Learning and Other
Curriculum Models for the Multiple Intelligences
Classroom. NY: Corwin.
• Roberts, M. (2003). Learning Through Enquiry. Making
sense of geography in the key stage 3 classroom.
Geographical Association: United Kingdom.
• Gardner, H. (1991) The Unschooled Mind: How children
think and how schools should teach, New York: Basic
Books.