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Download Assessing Critical Thinking in Middle and High Schools: by Rebecca Stobaugh PDF

By Rebecca Stobaugh

This functional, very potent source is helping center and highschool academics and curriculum leaders enhance the abilities to layout educational projects and tests that interact scholars in higher-level serious considering, as advised by means of the typical center country criteria.

Real examples of formative and summative tests from a number of content material components are incorporated and reveal the best way to effectively raise the extent of severe pondering in each school room!

This booklet is usually a good source for better schooling college to exploit in undergraduate and graduate classes on review and lesson making plans.

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Extra info for Assessing Critical Thinking in Middle and High Schools: Meeting the Common Core

Example text

He called me back 30 minutes later and asked me about the type of fencing I would like. ” Would you be surprised to find out many students tried to use both the 30 (minutes) and the phone number in their calculations? Clearly, they were not able to identify relevant information. But when making real-world decisions, isn’t relevant and irrelevant information often considered? Often students jump to conclusions without really examining pertinent evidence, as in the fencing problem. Paul and Elder (2005) state, “Thinking can only be as sound as the information upon which it is based” (p.

This stage requires creative thinking. Silva (2008) states that “college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information” (p. 1). The need for creative thinking is also echoed by the Partnership for 21st Century Skills (2011), which considers creativity and innovation to be “some of the most important areas on which to focus CCSS (Common Core State Standards) work. In the 21st century, creativity and innovation skills are central components of college and career readiness” (p.

At this level learners are organizing information in a new or different way. This stage requires creative thinking. Silva (2008) states that “college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information” (p. 1). The need for creative thinking is also echoed by the Partnership for 21st Century Skills (2011), which considers creativity and innovation to be “some of the most important areas on which to focus CCSS (Common Core State Standards) work.

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