Moving Beyond Assessment to Improving Students’ Critical Thinking Skills: A Model for Implementing Change

Ada Haynes, Elizabeth Lisic, Michele Goltz, Barry Stein, Kevin Harris

Abstract


Abstract: This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students’ critical thinking skills and in the development of these skills within their courses. Seventy-five percent of faculty participating in a CAT scoring workshop at their institution reported greater understanding of students’ strengths and weaknesses in critical thinking and 45% reported that CAT scoring had changed their teaching practices and/or assessment. In addition, participants attending a training session on CAT-Apps reported a greater willingness to place more emphasis on critical thinking assessments and less on factual knowledge assessments in their courses as a result of participation in training.

Keywords


critical thinking; assessment; faculty development; teaching; learning

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DOI: https://doi.org/10.14434/josotl.v16i4.19407