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PSTM > Promoting and Assessing Critical Thinking > Flashcards

Promoting and Assessing Critical Thinking Flashcards

1
Q

The ability to discern judgment based on standards.

A

Critical Thinking

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2
Q

2 Greek words where
Critical Thinking is derived from:

A

-kriticos (discerning judgement)
-criterion (standards)

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3
Q

3 phases of Critical Thinking:

A
  1. It analyzes thinking
  2. It evaluates thinking
  3. It improves thinking
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4
Q

True or False

3 phases of Critical Thinking

It evaluates thinking:
By focusing on the parts of thinking in any situation

A

False

It analyzes thinking :
By focusing on the parts of thinking in any situation

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5
Q

True or False

3 phases of Critical Thinking

It evaluates thinking:
By figuring out its goodness and badness

A

False
It evaluates thinking :
By figuring out its strengths and weaknesses

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6
Q

3 phases of Critical Thinking

________________________:
By building on its strengths while reducing its weaknesses

A

It improves thinking :
By building on its strengths while reducing its weaknesses

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7
Q

Critical thinking has three dimensions:
1.
2.
3.

A

Critical thinking has three dimensions:
1. an analytic
2. an evaluative
3. a creative component

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8
Q

True or False:

As critical thinkers, we evaluate thinking in order to analyze it. We evaluate it in order to improve it.

A

False

As critical thinkers, we analyze thinking in order to evaluate it. We
evaluate it in order to improve it

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9
Q

To analyze thinking,
identify its 8 components:

A

To analyze thinking:
Identify its:
1. Purpose
2. Question
3. Information
4. Conclusion(s)
5. Assumptions
6. Implications
7. Main concept(s)
8. Point of view

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10
Q

To assess thinking, we need to check for 8 factors:

A

To assess thinking:
Check it for:
1. Clarity
2. Accuracy
3. Precision
4. Relevance
5. Depth
6. Breadth
7. Significance
8. Logic and fairness

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11
Q

What would be the result of assessing and analyzing thinking?

A

YOU BECOME A WELL
CULTIVATED THINKER

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12
Q

True or False:
A Well-cultivated Critical Thinker:

-Raises vital questions and problems, formulates them clearly and precisely

A

True

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13
Q

True or False:
A Well-cultivated Critical Thinker:

Gathers and assesses relevant information, using concrete ideas to interpret it effectively

A

False

Gathers and assesses relevant information, using abstract ideas to interpret it effectively

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14
Q

True or False:
A Well-cultivated Critical Thinker:

Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and
standards

A

True

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15
Q

True or False:
A Well-cultivated Critical Thinker:

Thinks close-mindedly within alternative systems of thought, recognizing and assessing, as
need be, their assumptions, implications, and practical consequences

A

False

Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as
need be, their assumptions, implications, and practical consequences

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16
Q

True or False:
A Well-cultivated Critical Thinker:

Communicates effectively with others in figuring out solutions to complex problems

A

True

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17
Q

Critical thinking adds a _______________to ordinary thinking.

A

Critical thinking adds a
SECOND LEVEL OF THINKING
to ordinary thinking.

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18
Q

True or False

A Well-cultivated Critical Thinker:

The first level analyzes, assesses, and improves our ordinary thinking

A

False

A Well-cultivated Critical Thinker:

The second level analyzes, assesses, and improves our ordinary thinking.

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19
Q

It is a spontaneous and non-reflective.
-Contains insight, prejudice, truth, and error, good and bad reasoning, indiscriminately combined

A

First-order thinking

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20
Q

A first-order thinking raised to the level of conscious realization (analyzed, assessed, and reconstructed)

A

Second-order thinking

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21
Q

Also called the Parts of Thinking or the Fundamental Structures of Thought.

A

Elements of Thought
in Critical Thinking

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22
Q

These provide a general framework of thought

A

Elements of Thought
in Critical Thinking

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23
Q

8 Elements of Thought
in Critical Thinking:

A
  1. Purpose
  2. Point of View
  3. Assumptions
  4. Implications and Consequences
  5. Information
  6. Interpretation and Inference
  7. Concepts
  8. Question at Issue
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24
Q

9 Universal Intellectual Standards in Critical Thinking:

A
  1. Clarity – understandable, the meaning can be grasped
  2. Accuracy – free from errors
  3. Precision – exact to the necessary level of detail
  4. Relevance – relating to the matter at hand
  5. Depth – contains complexities and interrelationships
  6. Breadth – encompasses multiple viewpoints
  7. Logic – no contradictions
  8. Significance – focuses on the most important
  9. Fairness – justifiable; not self serving
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25
Q

Universal Intellectual Standards in Critical Thinking:

understandable, the meaning can be grasped

A

Clarity

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26
Q

True or False

Universal Intellectual Standards in Critical Thinking:

Precision
– free from errors

A

False

Accuracy
– free from errors

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27
Q

Universal Intellectual Standards in Critical Thinking:

exact to the necessary level of detail

A

Precision

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28
Q

Universal Intellectual Standards in Critical Thinking:

relating to the matter at hand

A

Relevance

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29
Q

True or False

Universal Intellectual Standards in Critical Thinking:

Logic
– contains complexities and interrelationships

A

False

Depth
– contains complexities and interrelationship

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30
Q

Universal Intellectual Standards in Critical Thinking:

encompasses multiple viewpoints

A

Breadth

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31
Q

Universal Intellectual Standards in Critical Thinking:

-no contradictions

A

Logic

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32
Q

Universal Intellectual Standards in Critical Thinking:

focuses on the most important

A

Significance

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33
Q

Universal Intellectual Standards in Critical Thinking:

justifiable; not self serving

A

Fairness

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34
Q

The reader or listener can understand what is being said

A

Clarity

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35
Q

“Gateway” standard to critical thinking

A

Clarity

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36
Q

If a statement is unclear, we cannot determine whether it is accurate or relevant

A

Clarity

37
Q

This is essential for both educator and student

A

Clarity

38
Q

Accuracy
Remember that a statement may be clear but inaccurate -> ___________________

A

Remember that a statement may be clear but inaccurate ->
Validate Sources of information always

39
Q

Remember that a statement may be clear but inaccurate -> Validate Sources of information always

A

Accuracy

40
Q

Exactness and Specificity
Giving exact amount of detail that is required for a given situation

A

Precision

41
Q

-How is this idea connected to the topic at hand
- How to presented facts bare to the topic
- How do ideas presented by students relate to the ideas discussed

A

Relevance

42
Q

-How do ideas/ presentations address the complexities of topic at hand
- How do deal with significant factors that must be addressed (i.e. lectures)

A

Depth

43
Q
  • The idea of using multiple points of view
  • Using other ways to look at and solve problems
A

Breadth

44
Q
  • If the topic/ problem makes sense
  • If answers to question sets follow from given data/information
A

Logic

45
Q
  • 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
A

Significance

46
Q

-If the thinking, assumptions and behaviors are justified
- If the concepts discussed are being justifiably used or discussed

A

Fairness

47
Q

Criteria of an “exemplary” student:

  1. Often raises important questions and issues
  2. Study lessons in a habitual and effective manner.
  3. Analyzes key questions and problems clearly and precisely
  4. Recognizes key questionable assumptions, clarifies key concepts effectively
  5. Read a lot of books.
  6. Uses language in keeping with educated usage
  7. Frequently identifies relevant competing points of view
  8. Has motivation and discipline to perform well in class.
  9. Demonstrates a commitment to reasoning carefully from clearly stated premises in the
    subject,
  10. Has a marked sensitivity to important implications and consequences
A

Criteria of an “exemplary” student:

  1. Often raises important questions and issues
  2. Analyzes key questions and problems clearly and precisely
  3. Recognizes key questionable assumptions, clarifies key concepts effectively
  4. Uses language in keeping with educated usage
  5. Frequently identifies relevant competing points of view
  6. Demonstrates a commitment to reasoning carefully from clearly stated premises in the
    subject,
  7. Has a marked sensitivity to important implications and consequences
48
Q

4 ADDENDUM: STUDENT PROFILES

A
  1. Exemplary Students
  2. High-Performing Students
  3. Mixed-Quality Students
  4. Low-Performing Students
49
Q

4 ADDENDUM: STUDENT PROFILES

They frequently try to get through courses by memorizing things rather than by understanding them

A

Low-performing Students

50
Q

4 ADDENDUM: STUDENT PROFILES

Often produce work that is unclear, imprecise, and
poorly reasoned.

A

Low-performing Students

51
Q

4 ADDENDUM: STUDENT PROFILES

May achieve competence in reciting information
and naming concepts, but they often use terms and
concepts incorrectly because their understanding is
superficial or mistaken

A

Low-performing Students

52
Q

4 ADDENDUM: STUDENT PROFILES

  • Perform inconsistently in a subject, and
    therefore develop a limited body of knowledge.
A

Mixed-Quality Students

53
Q

4 ADDENDUM: STUDENT PROFILES

  • Often use memorization as a substitute for
    understanding
A

Mixed Quality Students

54
Q

4 ADDENDUM: STUDENT PROFILES

  • Learning at this level demonstrates incomplete
    comprehension of basic concepts and principles
A

Mixed Quality Students

55
Q

4 ADDENDUM: STUDENT PROFILES

  • Internalized a few of the intellectual standards
    appropriate to the assessment of their own work in a subject, but demonstrate inconsistency in self-evaluation
A

Mixed Quality Students

56
Q

4 ADDENDUM: STUDENT PROFILES

  • Sound thinking within a subject
A

High-Performing Students

57
Q

4 ADDENDUM: STUDENT PROFILES

  • Development of a range of knowledge acquired
    through the exercise of thinking skills and abilities.
A

High-Performing Students

58
Q

4 ADDENDUM: STUDENT PROFILES

  • Thinking is, clear, precise, and well-reasoned, but
    sometimes LACKS depth of insight (especially into opposing points of view).
A

High-Performing Students

59
Q

4 ADDENDUM: STUDENT PROFILES

  • Internalize the intellectual standards relevant to the
    subject and demonstrate competence in self-evaluation
A

High-Performing Students

60
Q

4 ADDENDUM: STUDENT PROFILES

  • Implies excellence in thinking within the subject
A

Exemplary Students

61
Q

4 ADDENDUM: STUDENT PROFILES

  • Use their intellectual skills to develop a broad
    range of knowledge.
A

Exemplary Students

62
Q

4 ADDENDUM: STUDENT PROFILES

-Exemplary work is clear, precise, and well-reasoned, but also insightful and well-informed

A

Exemplary Students

63
Q

4 ADDENDUM: STUDENT PROFILES

  • 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.
A

Exemplary Students

64
Q

True or False

Close reading and substantive writing are symbiotic skills of disciplined thought they support and reinforce one another.

A

True

65
Q

True or False

Both close reading and substantive writing require that people think from multiple perspectives, and both require that we use the elements of reasoning well

A

True

66
Q

“Could you elaborate on that point?”

A

Clarity

67
Q

“Could you express that point another way?”

A

Clarity

68
Q

“Could you give me illustration / example?”

A

Clarity

69
Q

“Is that statement true?”

A

Accuracy

70
Q

“How can we check if it is accurate or true?”

A

Accuracy

71
Q

“Could you give me more details?”

A

Precision

72
Q

“Could you be more specific?”

A

Precision

73
Q

“How is this idea connected to the topic at hand ?”

A

Relevance

74
Q

How to present facts bare to the topic?

A

Relevance

75
Q

How do ideas presented by students relate to the ideas discussed ?

A

Relevance

76
Q

How does the questions relate to the issue we are dealing with?

A

Relevance

77
Q

How do ideas/ presentations address the complexities of topic at hand

A

Depth

78
Q

How to deal with significant factors that must be addressed (i.e. lectures)

A

Depth

79
Q

How are you taking into account the problems of the questions?

A

Depth

80
Q

How are you dealing with the most significant factors in the problem?

A

Depth

81
Q

Do we need to consider another point of view?

Is there another way to look at this questions?

What will this look like from the pov of other?

A

Breadth

82
Q

If the topic/ problem makes sense ?

A

Logic

83
Q

If answers to question sets follow from given data/information?

A

Logic

84
Q

Does this really make sense?
How does that inference follow from the evidence?

A

Logic

85
Q

Does all of this fit together logically?

A

Logic

86
Q

How important are the facts being presented with regards to the context of discussion?

Which of the idea / concept is the most important?

A

Significance

87
Q

Is my thinking justified given the evidence?

Are my assumptions justified?

A

Fairness

88
Q

Is my behavior fair?

Is my selfish interest keeping me from considering problem from alternative viewpoints?

A

Fairness

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