Open AccessQuantitatively Assessing the Success of Your Critical Thinking Teaching Strategies
Author(s) -
Sarah D. McCrackin
Publication year - 2020
Publication title -
teaching innovation projects
Language(s) - English
Resource type - Journals
ISSN - 1925-4806
DOI - 10.5206/tips.v9i1.10342
Subject(s) - critical thinking , psychological intervention , qualitative research , management science , psychology , qualitative property , plan (archaeology) , computer science , mathematics education , sociology , engineering , social science , archaeology , machine learning , psychiatry , history
The teaching literature contains a wealth of articles discussing the success of interventions designed to foster critical thinking. However, most of these articles describe qualitative assessments of critical thinking interventions, with very few quantitative assessments (Abrami et al., 2008). While both qualitative and quantitative methods have unique value, there is a need for quantitative data to supplement qualitative claims that various strategies for teaching critical thinking are successful. The goal of this workshop is to provide a framework that members of all disciplines can use to quantitatively assess the success of critical thinking interventions in their own classroom. Participants will learn about common research approaches and assessments that have been used in published quantitative studies on critical thinking. They will also learn strategies for assessing the experimental rigor of previous critical thinking research and will work together to create a plan to apply this knowledge in their own classrooms.