PROMOTING AND ASSESSING CRITICAL THINKING

Question 1

Ability to discern judgement based on standards

is the art of thinking about thinking while thinking in order to make thinking better

Answer 1

Critical Thinking

When performance becomes tangible then it can make critical thinking abilities measurable and quantifiable

Question 2

3 Dimensions of Critical Thinking

Answer 2

Analytic
Evaluative
Creative

Question 3

Not specific to any field or person, as an intellectual, and is one of the most important factor to achieve success and attain lifelong learning
Applicable to all fields, or people that make use of their thoughts, well developed in every person, and is used always

Answer 3

Critical Thinking
When information are given to us, we must learn to filter them according to their degrees of relevance and importance
Convert intangible capacities to tangible skills and performance

Question 4

3 Phases of Critical Thinking:

focusing on the parts of thinking in any situation

Answer 4

Analyzes thinking

Question 5

3 Phases of Critical Thinking:

figuring out its strengths and weaknesses

Answer 5

Evaluates thinking

Question 6

3 Phases of Critical Thinking:

building on its strengths while reducing its weaknesses

Answer 6

Improves thinking

Question 7

Analyze Thinking vs Assess Thinking:
Purpose
Question
Information
Conclusion

Answer 7

Analyze Thinking

Question 8

Analyze Thinking vs Assess Thinking:
Assumptions
Implications
Main concept
Point of view
-elements of thought

Answer 8

Analyze Thinking

Question 9

Analyze Thinking vs Assess Thinking:
Clarity
Accuracy 
Precision
Relevance

Answer 9

Assess Thinking

Question 10

Analyze Thinking vs Assess Thinking:
Depth
Breadth
Significance
Logic and fairness
-encompasses the intellectual standards

Answer 10

Assess Thinking

Question 11

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
What would be the result of assessing and analyzing thinking?

1. Learners do not become a well cultivated thinker
2. Does not drive you to become more resilient to survive adversities, to be responsive and courageous to mature and challenging life roles in the near future

Answer 11

D

Question 12

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Well-Cultivated Critical Thinker

1. Raises vital questions and problems, formulates them clearly and precisely
2. Gathers and assesses irrelevant information, using abstract ideas to interpret it effectively

Answer 12

A

Question 13

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Well-Cultivated Critical Thinker

1. Comes to ill-reasoned conclusions and solutions, testing them against irrelevant criteria and standards
2. Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences

Answer 13

B

Question 14

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Well-Cultivated Critical Thinker

1. Communicates effectively with others in figuring out solutions to complex problems
2. Very subjective, opinionated, and biased

Answer 14

A

Question 15

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct

1. Critical thinking adds a second level of thinking to ordinary thinking.
2. The second level analyzes, assesses, and improves our ordinary thinking

Answer 15

C

Question 16

Thinking Skills (First-order vs Second-order):
Requires going out of comfort zone: Outside the box thinking
Analyzing of potential impact
Hard and looks beyond our current assumptions and beliefs
Involves system 2 thinking which is deliberate and logical

Answer 16

Second-order thinking

Question 17

Thinking Skills (First-order vs Second-order):
Requires massive effort, potential impact of our decisions in future
Separates great thinkers from the ordinary who outperform others
Second order thinking is hard, complex, uncertain, and unconventional
First-order thinking raised to the level of conscious realization
Analyzed, assessed, reconstructed

Answer 17

Second-order thinking

Question 18

Thinking Skills (First-order vs Second-order):
Inside the box thinking
Looks for easy answers driven by our past experiences and beliefs
Activated by system 1 thinking which is intuitive and fast
Puts more weight on immediate effect of our actions, ignores subsequent impact
We become impulsive

Answer 18

First-order thinking

Question 19

Thinking Skills (First-order vs Second-order):
Confines use to get the same results as everyone else
is safe, superficial, reactionary, obvious, fast, easy, and conventional
Nonspontaneous and non reflective
Contains insight, prejudice, truth and error, good and bad reasoning, indiscriminately combined

Answer 19

First-order thinking

Question 20

Also called the parts of thinking or the fundamental structures of thought
Provide a general framework of thought
Help us to look into thinking of others, get into anyone’s mind, what they meant about something

Answer 20

Elements of Thought in Critical Thinking (Wheel of Reasoning) - Dr. Richard Paul

People need to be able to identify the parts of their thinking and to assess the use of these parts of thinking by using the elements of thought
Must be applied with universal intellectual standards with utmost sensitivity

Question 21

Elements of Thought in Critical Thinking (Wheel of Reasoning):
PPAIIICQ

Answer 21

Purpose
Point of view
Assumptions
Implications and Consequences
Information
Interpretation and Inference
Concepts
Question at Issue

Question 22

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Reason behind why we are acquiring knowledge, have to be clear and justifiable
Is the goal and objective, that we are trying to accomplish also include functions, motives, and intentions

Answer 22

Purpose
All reasoning has a purpose, take time to state and distinguish from other related purposes
Check periodically to be sure if we are still on the right target, choose significant and realistic purposes

Question 23

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Implies who we are
From what view we are acquiring the knowledge, why we want to learn and why we should learn
Place from which we view something; includes what we are looking at and way we are seeing things

Answer 23

Point of view

Make sure to understand the limitations of our pov and fully consider other relevant view points

Question 24

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Shows conclusions that we draw from what we acquire
Purely personal and changes from person to person; unique
Need for intellectual standards to come to play

Answer 24

Assumptions
Operate at the subconscious or unconscious level of thought
Not give notice, only when our conscious mind is needed
We should be clear and are justified by sound evidences

Question 25

Elements of Thought in Critical Thinking (Wheel of Reasoning): Depicts the probable consequences that the individual expects from the assumptions

Answer 25

Implications and Consequences

Question 26

Which is which? (Implications vs Consequences): _____: follow from thoughts, what we think of, inherent in our thoughts Best thinker, think through the logical implication in a situation before acting _____: follow from actions

Answer 26

Implications | Consequences

Question 27

Elements of Thought in Critical Thinking (Wheel of Reasoning): Data we are acquiring Facts, data, evidences, experiences we use to figure out things Not necessarily mean that it is correct or wrong not until such time that we make use of this information (not necessarily accuracy or correctness)

Answer 27

Information | Make use of accurate and relevant information to answer questions that you would like to address

Question 28

Elements of Thought in Critical Thinking (Wheel of Reasoning): Lead us to assumptions; all reasoning contains the two by which we draw conclusion and give meaning to data

Answer 28

Interpretation and Inference

Question 29

Which is which? (Interpretation and Inference): 1. _____: depict what we have understood from the knowledge we acquired 2. _____: interpretations or conclusions that we come to, what the mind does in figuring something out

Answer 29

1. Interpretation 2. Inference (Reaching conclusion from known facts or evidence; infer only what the evidence implies Logically follow from evidences; Verbal statement or thought process Should be consistent with each other and identify assumptions underlying your inferences)

Question 30

Elements of Thought in Critical Thinking (Wheel of Reasoning): Theories, definitions, actions, laws, principles, and models Used in thinking in order to make sense of things Should be clear and make use of them justifiably

Answer 30

Concepts

Question 31

Elements of Thought in Critical Thinking (Wheel of Reasoning): What you are interpreting, query behind it; should be clear and precise enough to productively guide out thinking All reasoning is an attempt to figure out something Lays out the problem or issue and guides the thinking

Answer 31

Question at Issue When it is vague = thinking will lack clarity and distinctness Distinguish questions that have definitive answers, from those that are matter of opinion or that require multiple viewpoints

Question 32

Who proposed the "Universal Intellectual Standards in Critical Thinking" (9 Thinking Behaviours)?

Answer 32

Linda Elder and Dr. Richard Paul Purpose: guide students to become better in thinking and reasoning Applied to thinking, whenever one is interested in checking the quality of reasoning about a problem or issue

Question 33

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF understandable, the meaning can be grasped “Gateway” of all other standards to critical thinking Without it, there is no way to interpret anything, if comprehension not achieved Free from confusion and ambiguity, knowledge must be clear firsthand

Answer 33

Clarity Reader or listener can understand what is being said If a statement is unclear, we cannot determine whether it is accurate or relevant Essential for both educator and student Ex: Could you elaborate? Could you illustrate what you mean? Could you give me an example?

Question 34

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF free from errors Quality of being error free; increases its reliability Base of facts and researchers in order to back it up

Answer 34

Accuracy Remember that a statement may be clear but inaccurate —> Validate Sources of information always Ex: How could we check on that? How would we test that? How do we know this is true?

Question 35

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF exact to the necessary level of detail Exactness and Specificity = info is precise

Answer 35

Precision Giving exact amount of detail that is required for a given situation Ex: Could you be more specific? Could you give more details? Could you be more exact?

Question 36

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF relating to the matter at hand Any knowledge that is interpreted should be relevant to what is focused Thinking must be related to the central idea or problem being worked on How is this idea connected to the topic at hand

Answer 36

Relevance How to presented facts bare to the topic How do ideas presented by students relate to the ideas discussed Ex: How does this relate to the problem? Does this answer the question? How does this help us?

Question 37

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF contains complexities and interrelationships Ensures the knowledge is full pledge and covers all complexities if any How do ideas/ presentations address the complexities of topic at hand

Answer 37

Depth How do deal with significant factors that must be addressed (i.e. lectures) Ex: What will make this difficult? Have you predicted different possible outcomes? Have you looked ahead?

Question 38

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF encompasses multiple viewpoints Multiple interpretations for the same knowledge, considered other points of view; seen from multiple perspectives The idea of using multiple points of view

Answer 38

Breadth Using other ways to look at and solve problems Ex: Do you need to look at this from another perspective? Do you need to consider other points of view? Do you need to look at this in another way?

Question 39

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF no contradictions Knowledge and arguments are evidential and make sense throughout Consistent and rooted in reality; anchored in truth, facts, and real-life experiences; if the topic/ problem makes sense

Answer 39

Logic If answers to question sets follow from given data/information Ex: Does all this make sense together? Does your thinking follow the evidence?

Question 40

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF focuses on the most important Knowledge acquired should have important ideas and vital facts which make then significant Relation of the gathered ideas to the main ideas makes the knowledge significant

Answer 40

Significance What the most significant information is needed to be gathered (for students) or conveyed (for educators) How important are the facts being presented with regards to the context of discussion Ex: Which of these facts are the most important? Is this the most important thing to consider? Are you focusing on the most important thing?

Question 41

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF justifiable; not self serving Free from any bias and is balanced; open-minded, objectivity, and equality If the thinking, assumptions and behaviours are justified

Answer 41

Fairness If the concepts discussed are being justifiably used or discussed Ex: Am I considering the thinking of others? Is my purpose fair in this situation? Is my thinking based on facts, or just opinions?

Question 42

ODD MAN OUT: In a class, there is thinking and learning in different levels of quality: 1. A very high level, absorbing the material very effectively 2. Studying ineffectively (or not at all) 3. Excellent level, smarter than the teacher 4. Somewhere in between: factors relay on their degree of motivation, other factors related to health, financial, family related issues

Answer 42

3. Excellent level, smarter than the teacher

Question 43

A if only the first statement is correct B if only the second statement is correct C if both of the statements are correct D if neither of the statements is correct Criteria of an “Exemplary/ extraordinary” Student: 1. Often raises important questions and issues 2. Analyzes key questions and problems clearly and precisely

Answer 43

C

Question 44

A if only the first statement is correct B if only the second statement is correct C if both of the statements are correct D if neither of the statements is correct Criteria of an “Exemplary/ extraordinary” Student: 1. Ignores key questionable assumptions, complicate key concepts effectively 2. Uses language in keeping with educated usage

Answer 44

B

Question 45

A if only the first statement is correct B if only the second statement is correct C if both of the statements are correct D if neither of the statements is correct Criteria of an “Exemplary/ extraordinary” Student: 1. Never identifies relevant competing points of view 2. Does not demonstrate a commitment to reasoning carefully from clearly stated premises in the subject,

Answer 45

D

Question 46

A if only the first statement is correct B if only the second statement is correct C if both of the statements are correct D if neither of the statements is correct Criteria of an “Exemplary/ extraordinary” Student: 1. Has a marked sensitivity to important implications and consequences 2. Take notes, come to class prepared, spend many hours studying, try their hardest, and ready to ask questions

Answer 46

C

Question 47

ODD MAN OUT: Students, ask themselves this: To what extent do I: 1. Raise important questions and issues in the class? 2. Analyze key questions and problems clearly and precisely? 3. Distinguish relevant from irrelevant, accurate from inaccurate information? 4. Recognize key assumptions? 5. Give criticism to the teacher's attitude?

Answer 47

5. Give criticism to the teacher's attitude?

Question 48

ODD MAN OUT: Students, ask themselves this: To what extent do I: 1. Deepen my relationship with my classmates? 2. Clarify key concepts? 3. Use language in keeping with educated usage? 4. Identify competing points of view? 5. Reason carefully from clearly stated premises? 6. Note important implications and consequences?

Answer 48

1. Deepen my relationship with my classmates?

Question 49

Addendum (Student Profiles): LMHE Output may be unclear, vague, clouded, and poorly reasoned Frequently try to get through courses by memorizing things rather than by understanding or comprehending them, intellectually.

Answer 49

Low-Performing Students Often produce work that is unclear, imprecise, and poorly reasoned. May achieve competence in reciting information and naming concepts, but they often use terms and concepts incorrectly because their understanding is superficial or mistaken

Question 50

Addendum (Student Profiles): LMHE Level of self confidence is not enough to get them through Perform inconsistently in a subject, and therefore develop a limited body of knowledge, due to incomplete comprehension of basic concepts and principles Often use memorization as a substitute for understanding

Answer 50

Mixed-Quality Students Develops limited body of knowledge Learning at this level demonstrates incomplete comprehension of basic concepts and principles Internalized a few of the intellectual standards appropriate to the assessment of their own work in a subject, but demonstrate inconsistency in self-evaluation.

Question 51

Addendum (Student Profiles): LMCHE Develop scope of knowledge close to optimum potential and sound thinking within a subject Development of a range of knowledge acquired through the exercise of thinking skills and abilities.

Answer 51

High-Performing Students Thinking is clear, precise, and well-reasoned, but sometimes lacks depth of insight (especially into opposing points of view). Due to lesser experience Manage to reason out logically, precisely and clearly Internalize the intellectual standards relevant to the subject and demonstrate competence in self-evaluation

Question 52

Addendum (Student Profiles): LMHE Implies excellence in thinking within the subject Use their intellectual skills to develop a broad range of knowledge. Exemplary work is clear, precise, and well-reasoned, but also insightful and well-informed

Answer 52

Exemplary Students Student has internalized the basic intellectual standards appropriate to assessing his or her own work in a subject and is highly skilled at self-evaluation.

Question 53

Two complementary parts of the written communication system Close reading and substantive writing are symbiotic skills of disciplined thought they support and reinforce one another. Both require that people think from multiple perspectives, and both require that we use the elements of reasoning well

Answer 53

Reading and Writing Reading and writing depend on semantic knowledge (schema) Before actual reading happens, in order to aid comprehension, there are 2 phases of reading, in order support the reader's ability to focus attention on the reading material

Question 54

Attempts in Reading: | recall background knowledge, internalize live experience of topic, and match knowledge to the text

Answer 54

1st attempt

Question 55

Attempts in Reading: | identify new and unfamiliar words from assigned text, learn their meaning

Answer 55

2nd attempt

Question 56

Attempts in Reading: | actual reading happens

Answer 56

3rd attempt

Question 57

word recognition, ability to recognize written words correctly and automatically

Answer 57

Main component of fluent reading

Question 58

expose to more words = vocabulary begins to grow = comprehension becomes better = better spellers = greater interest in writing Widens experiences

Answer 58

Reading

Question 59

act of ascribing words; necessary to have facts and experience to share

Answer 59

Writing

Question 60

Factors to consider in Substantive Writing: | the way we write; handwriting

Answer 60

Mechanics

Question 61

Factors to consider in Substantive Writing: | speech sounds that make up words

Answer 61

Phonology

Question 62

Factors to consider in Substantive Writing: | give meaning to words and concepts

Answer 62

Semantics

Question 63

Factors to consider in Substantive Writing: | parts of words

Answer 63

Morphology

Question 64

Factors to consider in Substantive Writing: | rules for the order of words in sentences; grammar rules

Answer 64

Syntax

Question 65

narrative (story-telling) or expository (descriptive in nature)

Answer 65

Discourse