Promoting and Assessing Critical Thinking

Question 1

The ability to discern judgment based on standards.

Answer 1

Critical Thinking

Question 2

2 Greek words where
Critical Thinking is derived from:

Answer 2

-kriticos (discerning judgement)
-criterion (standards)

Question 3

3 phases of Critical Thinking:

Answer 3

1. It analyzes thinking
2. It evaluates thinking
3. It improves thinking

Question 4

True or False

3 phases of Critical Thinking

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

Answer 4

False

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

Question 5

True or False

3 phases of Critical Thinking

It evaluates thinking:
By figuring out its goodness and badness

Answer 5

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

Question 6

3 phases of Critical Thinking

________________________:
By building on its strengths while reducing its weaknesses

Answer 6

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

Question 7

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

Answer 7

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

Question 8

True or False:

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

Answer 8

False

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

Question 9

To analyze thinking,
identify its 8 components:

Answer 9

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

Question 10

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

Answer 10

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

Question 11

What would be the result of assessing and analyzing thinking?

Answer 11

YOU BECOME A WELL
CULTIVATED THINKER

Question 12

True or False:
A Well-cultivated Critical Thinker:

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

Answer 12

True

Question 13

True or False:
A Well-cultivated Critical Thinker:

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

Answer 13

False

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

Question 14

True or False:
A Well-cultivated Critical Thinker:

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

Answer 14

True

Question 15

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

Answer 15

False

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

Question 16

True or False:
A Well-cultivated Critical Thinker:

Communicates effectively with others in figuring out solutions to complex problems

Answer 16

True

Question 17

Critical thinking adds a _______________to ordinary thinking.

Answer 17

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

Question 18

True or False

A Well-cultivated Critical Thinker:

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

Answer 18

False

A Well-cultivated Critical Thinker:

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

Question 19

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

Answer 19

First-order thinking

Question 20

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

Answer 20

Second-order thinking

Question 21

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

Answer 21

Elements of Thought
in Critical Thinking

Question 22

These provide a general framework of thought

Answer 22

Elements of Thought
in Critical Thinking

Question 23

8 Elements of Thought
in Critical Thinking:

Answer 23

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

Question 24

9 Universal Intellectual Standards in Critical Thinking:

Answer 24

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

Question 25

Universal Intellectual Standards in Critical Thinking: understandable, the meaning can be grasped

Answer 25

Clarity

Question 26

True or False Universal Intellectual Standards in Critical Thinking: Precision – free from errors

Answer 26

False Accuracy – free from errors

Question 27

Universal Intellectual Standards in Critical Thinking: exact to the necessary level of detail

Answer 27

Precision

Question 28

Universal Intellectual Standards in Critical Thinking: relating to the matter at hand

Answer 28

Relevance

Question 29

True or False Universal Intellectual Standards in Critical Thinking: Logic – contains complexities and interrelationships

Answer 29

False Depth – contains complexities and interrelationship

Question 30

Universal Intellectual Standards in Critical Thinking: encompasses multiple viewpoints

Answer 30

Breadth

Question 31

Universal Intellectual Standards in Critical Thinking: -no contradictions

Answer 31

Logic

Question 32

Universal Intellectual Standards in Critical Thinking: focuses on the most important

Answer 32

Significance

Question 33

Universal Intellectual Standards in Critical Thinking: justifiable; not self serving

Answer 33

Fairness

Question 34

The reader or listener can understand what is being said

Answer 34

Clarity

Question 35

“Gateway” standard to critical thinking

Answer 35

Clarity

Question 36

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

Answer 36

Clarity

Question 37

This is essential for both educator and student

Answer 37

Clarity

Question 38

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

Answer 38

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

Question 39

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

Answer 39

Accuracy

Question 40

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

Answer 40

Precision

Question 41

-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

Answer 41

Relevance

Question 42

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

Answer 42

Depth

Question 43

- The idea of using multiple points of view - Using other ways to look at and solve problems

Answer 43

Breadth

Question 44

- If the topic/ problem makes sense - If answers to question sets follow from given data/information

Answer 44

Logic

Question 45

- 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

Answer 45

Significance

Question 46

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

Answer 46

Fairness

Question 47

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

Answer 47

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

Question 48

4 ADDENDUM: STUDENT PROFILES

Answer 48

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

Question 49

4 ADDENDUM: STUDENT PROFILES They frequently try to get through courses by memorizing things rather than by understanding them

Answer 49

Low-performing Students

Question 50

4 ADDENDUM: STUDENT PROFILES Often produce work that is unclear, imprecise, and poorly reasoned.

Answer 50

Low-performing Students

Question 51

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

Answer 51

Low-performing Students

Question 52

4 ADDENDUM: STUDENT PROFILES - Perform inconsistently in a subject, and therefore develop a limited body of knowledge.

Answer 52

Mixed-Quality Students

Question 53

4 ADDENDUM: STUDENT PROFILES - Often use memorization as a substitute for understanding

Answer 53

Mixed Quality Students

Question 54

4 ADDENDUM: STUDENT PROFILES - Learning at this level demonstrates incomplete comprehension of basic concepts and principles

Answer 54

Mixed Quality Students

Question 55

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

Answer 55

Mixed Quality Students

Question 56

4 ADDENDUM: STUDENT PROFILES - Sound thinking within a subject

Answer 56

High-Performing Students

Question 57

4 ADDENDUM: STUDENT PROFILES - Development of a range of knowledge acquired through the exercise of thinking skills and abilities.

Answer 57

High-Performing Students

Question 58

4 ADDENDUM: STUDENT PROFILES - Thinking is, clear, precise, and well-reasoned, but sometimes LACKS depth of insight (especially into opposing points of view).

Answer 58

High-Performing Students

Question 59

4 ADDENDUM: STUDENT PROFILES - Internalize the intellectual standards relevant to the subject and demonstrate competence in self-evaluation

Answer 59

High-Performing Students

Question 60

4 ADDENDUM: STUDENT PROFILES - Implies excellence in thinking within the subject

Answer 60

Exemplary Students

Question 61

4 ADDENDUM: STUDENT PROFILES - Use their intellectual skills to develop a broad range of knowledge.

Answer 61

Exemplary Students

Question 62

4 ADDENDUM: STUDENT PROFILES -Exemplary work is clear, precise, and well-reasoned, but also insightful and well-informed

Answer 62

Exemplary Students

Question 63

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.

Answer 63

Exemplary Students

Question 64

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

Answer 64

True

Question 65

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

Answer 65

True

Question 66

“Could you elaborate on that point?”

Answer 66

Clarity

Question 67

"Could you express that point another way?"

Answer 67

Clarity

Question 68

"Could you give me illustration / example?"

Answer 68

Clarity

Question 69

"Is that statement true?"

Answer 69

Accuracy

Question 70

"How can we check if it is accurate or true?"

Answer 70

Accuracy

Question 71

"Could you give me more details?"

Answer 71

Precision

Question 72

"Could you be more specific?"

Answer 72

Precision

Question 73

"How is this idea connected to the topic at hand ?"

Answer 73

Relevance

Question 74

How to present facts bare to the topic?

Answer 74

Relevance

Question 75

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

Answer 75

Relevance

Question 76

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

Answer 76

Relevance

Question 77

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

Answer 77

Depth

Question 78

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

Answer 78

Depth

Question 79

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

Answer 79

Depth

Question 80

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

Answer 80

Depth

Question 81

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?

Answer 81

Breadth

Question 82

If the topic/ problem makes sense ?

Answer 82

Logic

Question 83

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

Answer 83

Logic

Question 84

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

Answer 84

Logic

Question 85

Does all of this fit together logically?

Answer 85

Logic

Question 86

How important are the facts being presented with regards to the context of discussion? Which of the idea / concept is the most important?

Answer 86

Significance

Question 87

Is my thinking justified given the evidence? Are my assumptions justified?

Answer 87

Fairness

Question 88

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

Answer 88

Fairness