Assessment can be used to enhance learning, help students take control of their own learning, and provide a measurable barometer for the student's progress. (Jannah, 2018) For teachers, assessment can be an evaluation of the teaching-learning process before and it can help the teacher to formulate the proper strategy in the class. For students, assessment can be a tool to monitor their own academic success. From assessment, students can get knowledge about their own level of proficiency. (Ramdani, 2021) Thinking differently is something different from lateral thinking, even with thinking negotiation skills such as willingness to confront institutional barriers in social approach and the commitment to promoting the learner autonomy. One of the objectives of the assessment is to determine student achievement and the effectiveness of the learning process because the assessment tool must be able to reveal overall student achievement (Yuberti, 2016). Thus taking Language tests should be standardized with a good training session in the scope of the native language to avoid discrimination in pronunciation, vocabulary, and grammar knowledge. What we refer to the source that old style learning language assessment because of how we as the teacher make the student or learner autonomy in learning within the language assessment learning should become a standard to avoid miscalculations even the knowledge of grammar for instance. Assessment not only gives rise to more interactive approaches in today's era but also provides linguistic benefits for its users, for example, to assess speaking and writing skills, portfolios can also be used, namely by collecting a set of recordings and essays from each student. (Cohen, 1994)
First of all, of course, the question arises as to why an idea evaluation and the associated idea management are so important. But not every idea is good and can be easily implemented. It is therefore important to record exactly how good a critical thinking idea is and whether it is worth implementing. However, the more ideas are available, the more the tools change
Because a successful idea evaluation must match the number of ideas. Basically, the evaluation method should take less time the more ideas have to be filtered and evaluated.
Basically, it makes sense to divide the idea evaluation into three phases and thus to further reduce the selection. While the first phase can be sorted using simple methods and takes little time, the fine selection in the last phase can certainly take more time and e
Now the question arises, what makes a good critical thinking idea? So what criteria should be used to evaluate a critical thinking idea?
The criteria for evaluating ideas at a glance. Before the various methods of evaluating ideas are examined more closely, it is first necessary to define the most important criteria for evaluating a critical thinking idea. Here, as in the field of design thinking, it is important to first analyze which characteristics a critical thinking idea must have in order to be considered.
The important criteria can be defined by seven words beginning with the letter C. These would be:
• communication
• competencies
• competitive advantages
From the critical thinking idea to successful academic assessment.
Of course, it is important to then refine the appropriate critical thinking idea and to deal with its further development opportunities. The idea evaluation can only be used sensibly if suitable ideas are available at beforehand.
Take a look at our topic complex on creativity techniques to get an overview of the different possibilities. In order to go from a suitable and promising idea to successful critical thinking, many more steps are necessary. There is often no shortage of ideas. The challenge lies in filtering out the "right ideas" with the highest potential. This requires a sophisticated methodology for evaluating individual ideas as well as innovation projects and comparing them in the innovation portfolio. Evaluation of ideas in the innovation process idea evaluation is a rolling process and has three important purposes:
First, ideas are evaluated as they are born to decide whether to approve them.
Secondly, ideas and then innovation projects are regularly evaluated in the course of a review to check their value and benefit. In the course of a project, the framework conditions for an innovation change due to new findings and changes in the environment. This means that their meaning can also move in both positive and negative directions.
Especially in the case of innovations, an assessment based on an analysis of several evaluation criteria is recommended. From the criteria presented above, those relevant to one should be selected and weighted and combined. This gives you a semi-objective assessment that is a very good basis for decision-making.
In addition to successful critical thinking, we have to alienate link with how to be caring teachers! : Calling on students by name, asking probing questions, smiling, and nodding (Crombie, Pyke, Silverthorn, Jones, & Piccinin, 2003). When teachers know students' names, they will feel special and valued. Nurturing relationships with students through affirming students’ efforts and talents. (Lumpkin 2007) A teacher should understand and support the interests and talents of his students. Rewarding the efforts of students, their learning from mistakes, and their not giving up even though they sometimes struggle to learn. Caring for teachers’ expectations contributes to students’ feelings that their efforts will be rewarded as learning becomes more meaningful. (Lumpkin 2007) Always appreciate the results of their work no matter what, even though there is a mistake, the teacher can correct mistakes with good work. Always say "Good job, great work, I really appreciate it. Using multiple instructional approaches and providing diverse learning experiences to engage students’ interest and learning (DeCastro-Ambrosetti and Cho 2005). Be creative in teaching and learning activities such as about learning media so that students don't get bored and try new things. Establishing clear and realistic expectations for the quality of class participation, homework assignments, individual and group projects, collaborative learning experiences, problem-solving exercises, and examinations (Cabrera, Crissman, and Bernal 2002; Colbeck, Campbell, and Bjorklund 2000) Reporting, are also honest, fair, and trusting (Davidson & Phelan, 1999). These teachers grant students some autonomy and opportunities for decision-making—for example, by giving them choices in assignments, engaging them in developing classroom rules, and encouraging them to express their opinions in classroom discussions.
First of all, of course, the question arises as to why an idea evaluation and the associated idea management are so important. But not every idea is good and can be easily implemented. It is therefore important to record exactly how good a critical thinking idea is and whether it is worth implementing. However, the more ideas are available, the more the tools change. Because a successful idea evaluation must match the number of ideas. Basically, the evaluation method should take less time the more ideas have to be filtered and evaluated.
Basically, it makes sense to divide the idea evaluation into three phases and thus to further reduce the selection. While the first phase can be sorted using simple methods and takes little time, the fine selection in the last phase can certainly take more time Now the question arises, what makes a good critical thinking idea? So what criteria should be used to evaluate a critical thinking idea? The criteria for evaluating ideas at a glance. Before the various methods of evaluating ideas are examined more closely, it is first necessary to define the most important criteria for evaluating a critical thinking idea. Here, as in the field of design thinking, it is important to first analyze which characteristics a critical thinking idea must have in order to be considered.
From the critical thinking idea to successful academic assessment. Of course, it is important to then refine the appropriate critical thinking idea and to deal with its further development opportunities. The idea evaluation can only be used sensibly if suitable ideas are available at beforehand. Take a look at our topic complex on creativity techniques to get an overview of the different possibilities. In order to go from a suitable and promising idea to successful critical thinking, many more steps are necessary. There is often no shortage of ideas. The challenge lies in filtering out the "right ideas" with the highest potential. This requires a sophisticated methodology for evaluating individual ideas as well as innovation projects and comparing them in the innovation portfolio. Evaluation of ideas in the innovation process idea evaluation is a rolling process and has three important purposes:
First, ideas are evaluated as they are born to decide whether to approve them.
Secondly, ideas and then innovation projects are regularly evaluated in the course of a review to check their value and benefit. In the course of a project, the framework conditions for an innovation change due to new findings and changes in the environment. This means that their meaning can also move in both positive and negative directions.
Especially in the case of innovations, an assessment based on an analysis of several evaluation criteria is recommended. From the criteria presented above, those relevant to one should be selected and weighted and combined. This gives you a semi-objective assessment that is a very good basis for decision-making.
In addition to successful critical thinking, we have to alienate link with how to be caring teachers! : Calling on students by name, asking probing questions, smiling, and nodding (Crombie, Pyke, Silverthorn, Jones, & Piccinin, 2003). When teachers know students' names, they will feel special and valued. Nurturing relationships with students through affirming students’ efforts and talents. (Lumpkin 2007) A teacher should understand and support the interests and talents of his students. Rewarding the efforts of students, their learning from mistakes, and their not giving up even though they sometimes struggle to learn. Caring for teachers’ expectations contributes to students’ feelings that their efforts will be rewarded as learning becomes more meaningful. (Lumpkin 2007) Always appreciate the results of their work no matter what, even though there is a mistake, the teacher can correct mistakes with good work. Always say "Good job, great work, I really appreciate it. Using multiple instructional approaches and providing diverse learning experiences to engage students’ interest and learning (DeCastro-Ambrosetti and Cho 2005). Be creative in teaching and learning activities such as about learning media so that students don't get bored and try new things. Establishing clear and realistic expectations for the quality of class participation, homework assignments, individual and group projects, collaborative learning experiences, problem-solving exercises, and examinations (Cabrera, Crissman, and Bernal 2002; Colbeck, Campbell, and Bjorklund 2000) Reporting, are also honest, fair, and trusting (Davidson & Phelan, 1999). These teachers grant students some autonomy and opportunities for decision-making—for example, by giving them choices on assignments, engaging them in developing classroom rules, and encouraging them to express their opinions in classroom discussions.
PS: an example to boost students' critical thinking -> Click Here!
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