Build success beyond the classroom: Critical thinking and assessment

Christina Cavage
A group of children stood at a table with their teacher watching her write something down on paper
Reading time: 4 minutes

There are some common myths related to critical thinking and assessment. Many people believe that it¡¯s impossible to assess critical thinking, especially in classes where language is limited. However, it can be done! Here, the key to success is crafting tasks and rubrics that allow you to separate language skills and cognitive skills. After all, a low language level doesn¡¯t necessarily reflect your student¡¯s ability to think critically.

So, how can we measure how a student knows rather than just what they know?

How to measure critical thinking

Well, we first have to consider two types of assessment¡ªformal and informal. Formal assessments tend to happen at the end of a task, lesson or skill-building activity and usually focus on the work the student has produced. Then, we have informal assessments. Those are the assessments that involve on-the-spot interactions. These types of assessments play a crucial role in measuring critical thinking.

Tips for teaching and assessing critical thinking
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Formal assessment

There is a common misconception that assessment should only focus on the final work that your students produce. The final ¡®product¡¯ is undeniably important and often an ideal measure of linguistic abilities. But the process of producing the final work is where you can see your students¡¯ critical thinking skills in action.

When designing rubrics to measure both language and critical thinking, make sure that you only focus on one at a time¡ªeither language or critical thinking. Keeping these different skills in mind will help you to differentiate language skills and critical thinking skills, and evaluate them separately, when it comes to formal assessment.

When measuring language skills, use Bloom¡¯s early or foundational cognitive domains as a model:

If we measure these items, we are really measuring language skills. For example, with a reading activity, we might ask the following questions:

  • Who is the story about?
  • Where does the story take place?
  • What is the main idea of the story?

Can they understand the overall organization and the key vocabulary? These types of questions assess a student¡¯s linguistic ability.

Then, when it comes to critical thinking, the more advanced levels of Bloom¡¯s cognitive domains provide a useful guide:

These types of questions assess a student¡¯s metacognition or critical thinking:

  • Which character is most important to the story?
  • Why?
  • Do you agree or disagree with the character¡¯s actions?
  • Why or why not?

The clear separation of language and critical thinking in assessment will help you to get a measure of each student¡¯s progress in both skills.

Informal assessment

What about those informal assessments? It can be harder to delineate critical thinking and language skills clearly in an on-the-spot assessment.

For example, if you¡¯ve assigned group work, consider keeping a checklist of how students interact with one another. Some checklist items can be:

  • Who made an inference?
  • Who supplied reasoning for another student¡¯s idea?
  • Who made a comparison?
  • Who drew a conclusion?

You can also ask your students to keep a checklist and post these questions on an electronic bulletin board. Like self-assessment, these peer-to-peer assessments can get students reflecting and noticing.

Rubrics can also be useful in informal assessment. Let¡¯s say you¡¯ve asked students to prepare or write an essay. To measure critical thinking, you can look at each student¡¯s ideation process when they¡¯ve been working on their essays:

  • Is a student looking at all possible topics?
  • What are the factors that make a student select the option they did?
  • Are they demonstrating an awareness of other ideas?

The answers to these questions will tell you whether or not your students are thinking critically.

Just like with any other skills, the assessment of critical thinking needs to happen both formally and informally. We need to consider both the process and the final product. And in doing so, we need to carefully design rubrics that differentiate language skills and metacognition.

Read our post 'Success beyond class: Critical thinking skills and academic English' and 'Fostering critical thinking in the classroom'.

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  • A Parent reading to his two children from a book with all three of them laying on the floor

    How can teachers encourage parents to get kids reading at home?

    By Donatella Fitzgerald MBE

    ¡°Sharing a story with your child is one of the most incredible things you can do for them.¡± ¨C .

    Research shows that getting kids reading at home can increase their reading ability at school ¨C and improve their overall well-being. Parents and guardians can make a big difference. But how can teachers encourage parents to get their children to read more at home? We explore some strategies you can use.

    Tell parents about the benefits

    Reading can give children a break from technology-centered activities. It can help them to relax and unwind; reading a book can make children laugh and feel happier! Through hearing stories, children are also exposed to a rich and broad vocabulary.

    ¡°It is important for teachers to establish contact with parents as much as possible and give very clear guidelines on the benefits of reading, and how they can create a reading routine and help their children read at home,¡± says Kasia Janitz-De La Rue, Product Development Director at ÃÛÌÒapp.

    So, encourage parents to find time for a reading routine. Just before bedtime is a great time, as .

    Give parents practical ideas for reading strategies

    Encourage parents to read with and not to their child. It doesn¡¯t matter how long they set aside to read ¨C just 10 minutes of quality reading time can make a big difference.

    Here are a few tips concrete reading tips for teachers to share with parents:

    • Ask children lots of questions while reading.
    • Use encouragement and praise to keep children engaged. Saying things like ¡°what fantastic ideas¡± or ¡°you thought so carefully about that, what might happen now?"?will keep their minds working.
    • Use their past experiences to talk about what¡¯s being read. Things like ¡°have you learnt about¡­at school?¡± or ¡°do you remember when we watched¡­and found out about¡­?¡± are good conversation starters.
    • Tune in and listen to children, and be curious about their interests. ¡°I didn¡¯t know you knew so much about¡­¡± or ¡°I love reading stories about¡­with you,¡± are good phrases to keep in mind.

    It¡¯s also a great idea to share online resources with parents. You can also suggest that parents look up read-aloud YouTube videos featuring authors, teachers or librarians reading their favorite stories. This way, children can watch and listen as often as they like.

    Recommend graded readers

    Graded readers are books that use language in line with a child¡®s learning level. They can help children build confidence, and help slowly expose them to authentic reading levels.

    Encourage parents to identify what genre their child is interested in and show them the readers available. Each time parents see their children move up a level, they¡¯re sure to see their children¡¯s love for reading grow.

    Suggest before, during, and after reading activities

    Before reading

    Parents can take turns with their children to predict what the story is about ¨C or what will happen next. Here is an activity teachers may suggest they try:

    ¡°Start with the cover of the book and the blurb on the back cover. Reveal the cover slowly to ask the child what they can see. Ask them to guess what is on the cover. Once they have seen the cover, ask them questions about the images on the cover ¨C who, what, why, where and how?¡±

    While reading

    Remind parents to focus on their children¡¯s reading comprehension by using strategies like prediction, questioning, clarifying, and summarising. Teachers can ask parents to:

    • check ideas and understanding as the child reads: ¡®So, you think that¡­.¡¯ ¡®Did you expect¡­to happen?¡¯ ¡®Why do you think that happened?¡¯
    • use the pictures in the book to help with comprehension
    • describe what is happening and talk about the characters.

    After reading

    Don¡¯t forget: parents can continue to explore the book¡¯s topic once reading time is done! A few ideas to share with parents include:

    • organising a puppet show for family members and siblings after making puppets of the characters in the book
    • having children draw a picture of their favorite character or their favorite page in the story
    • encouraging children to express their opinion on the book.