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Inquiry: Critical Thinking Across the Disciplines

Volume 28, Issue 1, Spring 2013

Lawrence Y. Kohn
Pages 36-45

Engaging Students to Use Their Minds Well
Exploring the Relationship Between Critical Thinking and Formative Assessment

This paper explores the relationship between critical thinking and formative assessment. In this paper Popham’s (2008) conception of formative assessment as “a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics” is highlighted as well as a framework from Stiggins and associates (2006). Despite vast research that indicates both positively impact student achievement, they are “errors of omission” and vastly underutilized in teacher preparation (Popham, 2008; Paul, Elder & Bartell, 1987). The national high school graduation rate (71.9%) and lack of college readiness of those who do graduate compel teacher education programs to prepare pre-service teachers who master these constructs (EPE Research Center, 2011; Conley, 2007). Formative assessment strategies are offered for classroom use and recommendations are made for university faculty who can model these strategies to improve teacher candidate quality.

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