Critical thinking and the challenge of evaluation it

  1. Rivas, Silvia F. 2
  2. Saiz, Carlos 2
  3. Almeida, Leandro S. 1
  1. 1 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Educação: Teoria e Prática

ISSN: 1981-8106

Year of publication: 2020

Volume: 30

Issue: 63

Pages: 1-14

Type: Article

DOI: 10.18675/1981-8106.V30.N.63.S14706 GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educação: Teoria e Prática

Abstract

The socialand technological changes that have occurred in the last decades have led us to give greater importance to the development of transversal competences in the educational system, particularly in higher education. In critical thinking (PC) the bestintellectual competences that we possess are applied, but this construct still requires greater conceptual precision and much more empirical testing effort. The proposal we will present offers a solution to this confusion of ideas and a way to assess PC skills. This evaluation offers us a diagnosis of the level (sufficient or deficient) of the transversal competences based on the curricular structure and the teaching-learning processes in higher education, which will allow us to offer improvementproposals, if needed. One of the main difficulties of the PC consists of joiningargumentation and explanation skills, with others such as decision making and problem solving. Aware of the importance of this issue, we will focus our analysis on a new integrated way of evaluating the PC. This proposal and the first studies of validation are presented, particularly, its relationship with academic performance. Finally, we will point out some suggestions tochange higher education.

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