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Effective instruction and assessment...

Leming, Katie P.

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Effective instruction and assessment methods that lead to gains in critical thinking as measured by the Critical Thinking Assessment Test (CAT).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effective instruction and assessment methods that lead to gains in critical thinking as measured by the Critical Thinking Assessment Test (CAT)./
作者:	Leming, Katie P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112435
ISBN:	9781339755892

Effective instruction and assessment methods that lead to gains in critical thinking as measured by the Critical Thinking Assessment Test (CAT).
Leming, Katie P.

Effective instruction and assessment methods that lead to gains in critical thinking as measured by the Critical Thinking Assessment Test (CAT). - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 125 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--Tennessee Technological University, 2016.

Previous qualitative research on educational practices designed to improve critical thinking has relied on anecdotal or student self-reports of gains in critical thinking. Unfortunately, student self-report data have been found to be unreliable proxies for measuring critical thinking gains. Therefore, in the current interpretivist study, five educators whose students had demonstrated significant gains on a validated performance measure of critical thinking (CAT), were interviewed to understand what led to the exhibited gains in critical thinking. Participants' instruction and assessment methods were examined in order to better understand what practice led to student gains in critical thinking in their courses.

ISBN: 9781339755892Subjects--Topical Terms:

641065
Higher education.

Effective instruction and assessment methods that lead to gains in critical thinking as measured by the Critical Thinking Assessment Test (CAT).
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520 $a Data were analyzed using inductive methods. Findings associated with instruction methods revealed that elements of problem-based learning (PBL), team-based learning (TBL), and individual readiness tasks (IRT) were present among all participant courses. With regards to assessment, participants used high-stakes assessments, low-stakes assessments, and informal evaluations of student development to assess student progress in their courses. While there were variations in approaches to assessment among educators, the assessments that were described emphasized some of the critical thinking skills associated with the CAT. Additionally, each educator's approach to instruction and assessment was strongly influenced by their own prior educational experiences.
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