Some blog followers might be interested in a discussion list post “Piaget's Stages? #2” [Hake (2014)]. The abstract reads:
*********************************************
ABSTRACT: Eric Nelson’s (2014a) post “Piaget's Stages?” of 7 August 2014 on the CLOSED! PhysLrnR archives at http://bit.ly/1orXcKo initiated a thread which on 12 August 07:36-0700 had grown to 23 posts on the PhysLrnR archives at http://bit.ly/nG318r .
[NOTE: To access the archives of PhysLnR one needs to subscribe :-(, but that takes only a few minutes by clicking on http://bit.ly/nG318r and then clicking on “Subscribe or Unsubscribe.” If you're busy, then subscribe using the “NOMAIL” option under “Miscellaneous.” Then, as a subscriber, you may access the archives and/or post messages at any time, while receiving NO MAIL from the list!]
In one of the 23 posts, now updated and placed online on the OPEN! AERA-L archives at http://bit.ly/Y8ZumO, I point to generally laudatory opinions on Piaget's work by experts Philip Adey, John Anderson, Howard Gardner, Alan Kay, Anton Lawson, Robert Sternberg, Ernst von Glasersfeld, and David Klahr.
In addition, aside from his initializing post, Nelson (2014b,c) made two other contributions at http://bit.ly/1ouGsSQ and http://bit.ly/1uP1Zp7 in which he pointed to the work of Kirschner, Sweller, & Clark (KSC) as the definitive word from cognitive science on pedagogical methods. However, not everyone would agree with Nelson’s tribute to KSC, as I indicated in “Vague Labels for Pedagogical Methods Should Be Supplemented with Operational Definitions and Detailed Descriptions” [Hake (2014b)] at http://bit.ly/1jPnKxo .
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To access the complete 61 kB post please click on http://bit.ly/Ya4c3G.
Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.
“When we say force is the cause of motion we talk metaphysics, and this definition, if we were content with it, would be absolutely sterile. For a definition to be of any use, it must teach us to measure force; moreover, that suffices; it is not at all necessary that it teach us what force is in itself, nor whether it is the cause or the effect of motion.” - Henri Poincaré (1905)
REFERENCES [URLs shortened by http://bit.ly/ and accessed on 14 Aug 2014.]
Hake, R.R. 2014. "Piaget's Stages? #2," online on the OPEN! AERA-L archives at http://bit.ly/Ya4c3G. The abstract and link to the complete post are being transmitted to several discussion lists.
Poincaré, H. 1905. Science and Hypothesis, Walter Scott Publishing; online at http://bit.ly/9hVfA8 thanks to the “Mead Project.” A Wikipedia entry on Poincaré is at http://bit.ly/b4jGVS.
Showing posts with label Anton Lawson. Show all posts
Showing posts with label Anton Lawson. Show all posts
Thursday, August 14, 2014
Wednesday, August 24, 2011
Re: Assessment of Critical Thinking Skills
Some blog followers might be interested in a discussion-list post “Re: Assessment of Critical Thinking Skills” [Hake (2011)].
The abstract reads:
*****************************************
ABSTRACT: David Musick of the DrEd list wrote (paraphrasing): “We are working on a project related to ‘critical thinking skills’ and how they might be assessed in medical students. I am aware of the ‘California Critical Thinking Skills Test series’ and the ‘Watson-Glaser Critical Thinking Appraisal.’ I would be interested in learning more about similar instruments."
DrEd subscribers suggested the “Health Sciences Reasoning Test,” a test “developed for use by educators and researchers to assess the critical thinking skills of health science professionals and health science students,” commercially available from “Insight Assessment” http://www.insightassessment.com/.
Among other tests that might be of interest to Musick and others are:
a. Biologist Anton Lawson’s “Classroom Test of Scientific Reasoning” (CTSR), a test of “ability to apply aspects of scientific and mathematical reasoning to analyze a situation, make a prediction, or solve a problem.” The CTSR has contributed importantly to physics education research, thanks to Coletta, Phillips, & Steinert.
b. The Council for Aid to Education’s “Collegiate Learning Assessment” (CLA) employed by Arum & Roksa (2011) to show (purportedly) that U.S. higher education is Academically Adrift. Arum & Roksa (p. 21) wrote: “According to its developers, the CLA was designed to access 'core outcomes espoused by all of higher education - critical thinking, analytical reasoning, problem solving, and writing.’ ”
I give academic references to all the above tests as well as to valuable articles in the critical thinking area:
(1) “Assessing Critical Thinking Skills” [Stein et al. (2003)],
(2) “Responding Responsibly To the Frenzy to Assess Learning in Higher Education” [Shavelson & Huang (2003)].
*****************************************
To access the complete 13 kB post please click on http://bit.ly/oMew7d.
ADDENDUM
In response to “Re: Assessment of Critical Thinking Skills” [Hake (2011)], Steven Jones (2011) wrote:
“I would also encourage those interested in the assessment of critical thinking skills to consider using the Critical thinking Assessment Test (CAT), a tool created by folks at Tennessee Tech in consultation with a rather impressive national advisory board. The CAT may be of particular interest to subscribers of POD because - aside from its obvious use for assessment of critical thinking -- the test is intentionally designed so that it can be used as a catalyst for faculty development as well. Information about the CAT can be found at: http://www.tntech.edu/cat/home/”
According to information at http://www.tntech.edu/cat/contacts/, Barry Stein is the principal investigator.
In the abstract of Hake (2011) I wrote: “I give academic references to all the above tests as well as to valuable articles in the critical thinking area: (1) ‘Assessing Critical Thinking Skills’ [Stein et al. (2003)]”
Unfortunately I had earlier been unaware of the more recent work of Stein and his colleagues at Tennessee Tech that had culminated in the valuable "Critical thinking Assessment Test [CAT (2011)].
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
“What we assess is what we value. We get what we assess,
and if we don't assess it, we won't get it.”
Lauren Resnick [quoted by Grant Wiggins (1990)]
REFERENCES [URL's shortened by http://bit.ly/ and accessed on 24 August 2011.]
Bransford, J.D. & B.S. Stein. 1993. The Ideal Problem Solver: A guide for improving thinking, learning and creativity. Worth Publishers; 2nd edition. Amazon.com information at http://amzn.to/n1fG5E.
CAT. 2011. “Critical thinking Assessment Test” Tennessee Technological University, online at
http://www.tntech.edu/cat/home/ . According to the Overview: “The CAT Instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. The instrument is the product of extensive development, testing, and refinement with a broad range of institutions, faculty, and students across the country. The National Science Foundation has provided support for many of these activities.”
Hake, R.R. 2011. “Re: Assessment of Critical Thinking Skills,” online on the OPEN! AERA-L archives at http://bit.ly/oMew7d. Post of 24 Aug 2011 09:02:59-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.
Jones, S.K. 2011. “Re: Assessment of Critical Thinking Skills,” online on the OPEN! POD archives at http://bit.ly/qCB4Yz . Post of 24 Aug 2011 14:08:59-0600.
Stein, B.S. A.F. Haynes, and J. Unterstein. 2003. “Assessing Critical Thinking Skills,” Paper presented at SACS/COC Annual Meeting / Nashville, Tennessee / December 6 - 9; online as a 385 kB pdf at http://bit.ly/mWzHkg . The Appendix lists “Current Critical Thinking Tests, Types, and Weaknesses (Based on Information Obtained from U.S. Department of Education, 2000).” Stein is coauthor of The Ideal Problem Solver: A guide for improving thinking, learning and creativity [Bransford & Stein (1993)].
Wiggins, G. 1990. “The Truth May Make You Free, But the Test May Keep You Imprisoned: Toward Assessment Worthy of the Liberal Arts,” AAHE Assessment Forum: 17-31; online at http://bit.ly/a7g09T.
The abstract reads:
*****************************************
ABSTRACT: David Musick of the DrEd list wrote (paraphrasing): “We are working on a project related to ‘critical thinking skills’ and how they might be assessed in medical students. I am aware of the ‘California Critical Thinking Skills Test series’ and the ‘Watson-Glaser Critical Thinking Appraisal.’ I would be interested in learning more about similar instruments."
DrEd subscribers suggested the “Health Sciences Reasoning Test,” a test “developed for use by educators and researchers to assess the critical thinking skills of health science professionals and health science students,” commercially available from “Insight Assessment” http://www.insightassessment.com/.
Among other tests that might be of interest to Musick and others are:
a. Biologist Anton Lawson’s “Classroom Test of Scientific Reasoning” (CTSR), a test of “ability to apply aspects of scientific and mathematical reasoning to analyze a situation, make a prediction, or solve a problem.” The CTSR has contributed importantly to physics education research, thanks to Coletta, Phillips, & Steinert.
b. The Council for Aid to Education’s “Collegiate Learning Assessment” (CLA) employed by Arum & Roksa (2011) to show (purportedly) that U.S. higher education is Academically Adrift. Arum & Roksa (p. 21) wrote: “According to its developers, the CLA was designed to access 'core outcomes espoused by all of higher education - critical thinking, analytical reasoning, problem solving, and writing.’ ”
I give academic references to all the above tests as well as to valuable articles in the critical thinking area:
(1) “Assessing Critical Thinking Skills” [Stein et al. (2003)],
(2) “Responding Responsibly To the Frenzy to Assess Learning in Higher Education” [Shavelson & Huang (2003)].
*****************************************
To access the complete 13 kB post please click on http://bit.ly/oMew7d.
ADDENDUM
In response to “Re: Assessment of Critical Thinking Skills” [Hake (2011)], Steven Jones (2011) wrote:
“I would also encourage those interested in the assessment of critical thinking skills to consider using the Critical thinking Assessment Test (CAT), a tool created by folks at Tennessee Tech in consultation with a rather impressive national advisory board. The CAT may be of particular interest to subscribers of POD because - aside from its obvious use for assessment of critical thinking -- the test is intentionally designed so that it can be used as a catalyst for faculty development as well. Information about the CAT can be found at: http://www.tntech.edu/cat/home/”
According to information at http://www.tntech.edu/cat/contacts/, Barry Stein is the principal investigator.
In the abstract of Hake (2011) I wrote: “I give academic references to all the above tests as well as to valuable articles in the critical thinking area: (1) ‘Assessing Critical Thinking Skills’ [Stein et al. (2003)]”
Unfortunately I had earlier been unaware of the more recent work of Stein and his colleagues at Tennessee Tech that had culminated in the valuable "Critical thinking Assessment Test [CAT (2011)].
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
“What we assess is what we value. We get what we assess,
and if we don't assess it, we won't get it.”
Lauren Resnick [quoted by Grant Wiggins (1990)]
REFERENCES [URL's shortened by http://bit.ly/ and accessed on 24 August 2011.]
Bransford, J.D. & B.S. Stein. 1993. The Ideal Problem Solver: A guide for improving thinking, learning and creativity. Worth Publishers; 2nd edition. Amazon.com information at http://amzn.to/n1fG5E.
CAT. 2011. “Critical thinking Assessment Test” Tennessee Technological University, online at
http://www.tntech.edu/cat/home/ . According to the Overview: “The CAT Instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. The instrument is the product of extensive development, testing, and refinement with a broad range of institutions, faculty, and students across the country. The National Science Foundation has provided support for many of these activities.”
Hake, R.R. 2011. “Re: Assessment of Critical Thinking Skills,” online on the OPEN! AERA-L archives at http://bit.ly/oMew7d. Post of 24 Aug 2011 09:02:59-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.
Jones, S.K. 2011. “Re: Assessment of Critical Thinking Skills,” online on the OPEN! POD archives at http://bit.ly/qCB4Yz . Post of 24 Aug 2011 14:08:59-0600.
Stein, B.S. A.F. Haynes, and J. Unterstein. 2003. “Assessing Critical Thinking Skills,” Paper presented at SACS/COC Annual Meeting / Nashville, Tennessee / December 6 - 9; online as a 385 kB pdf at http://bit.ly/mWzHkg . The Appendix lists “Current Critical Thinking Tests, Types, and Weaknesses (Based on Information Obtained from U.S. Department of Education, 2000).” Stein is coauthor of The Ideal Problem Solver: A guide for improving thinking, learning and creativity [Bransford & Stein (1993)].
Wiggins, G. 1990. “The Truth May Make You Free, But the Test May Keep You Imprisoned: Toward Assessment Worthy of the Liberal Arts,” AAHE Assessment Forum: 17-31; online at http://bit.ly/a7g09T.
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