Status : Verified
| Personal Name | Dizon, Arnie G. |
|---|---|
| Resource Title | Development of a framework for the assessment of critical thinking in grade 10 social studies |
| Date Issued | August 2023 |
| Abstract | The dismal result of standardized tests conducted on Filipino learners motivates teachers to improve their assessment practices, which only cater to the memorization of facts and fail to develop critical thinking. This design and development research (DDR), which was framed using the critical thinking standards of Paul and Elder (2008), involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 Social Studies. Data were collected from ten Social Studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. The findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the Grade 10 Social Studies teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework with critical thinking standards for Grade 10 Social Studies in the K to 12 curriculum revealed that most of these assessments ask students to formulate solutions regarding controversial issues. Few formative and summative assessments created by Grade 10 Social Studies teachers using the framework ask students to verify the accuracy of information. This implies that formative and summative assessments created by Grade 10 Social Studies teachers using the framework have greater chances to determine critical thinking by formulating solutions than by verifying the accuracy of information. Hence, the developed framework was improved to provide equity and equality for developing various critical thinking skills. |
| Degree Course | Doctor of Philosophy in Education - Social Studies Education |
| Language | English |
| Keyword | educational evaluation, educational test and measurement, critical thinking |
| Material Type | Thesis/Dissertation |
Preliminary Pages
18.46 Mb
Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access