Assessment for Thinking: Fostering Critical Thinking through Formative Assessment
Loading...
Authors
Banerjee, Sreemoyee
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
India
Abstract
Context: This study investigates the potential of formative assessments (FA) to develop 21st- century critical thinking skills in learners. Conducted at an urban school in India, the research focused on Grade 12 students transitioning from a national to an international curriculum. The context highlighted a pedagogical shift required for fostering learner attributes like autonomy, reflective thinking, and intellectual courage, often constrained by traditional teaching methods and assessment practices.
Aims: The inquiry aimed to explore how FA, viewed as "Assessment for Learning," could promote critical thinking by embedding it in teaching and feedback practices. The research sought to challenge prevailing perceptions of FA as merely evaluative and instead position it as an integral process to cultivate autonomy and higher-order thinking skills among students.
Methods: The research employed a structured lesson using the RSQC2 model (Recall, Summarise, Question, Connect, Comment) to engage learners critically with a poem by Maya Angelou. Data collection included qualitative analysis of student work samples, a feedback form, focus group discussions, and observations. Intellectual traits and reasoning elements from the Paul-Elder framework were used as indicators of critical thinking, alongside student self- assessments and peer feedback.
Findings: FA embedded within the lesson effectively fostered intellectual traits such as autonomy and humility, with structured and unstructured feedback cycles enhancing metacognitive awareness. Variations in critical thinking skills were noted across ability levels, and while tasks like framing questions and peer evaluations supported deep learning, some students required more scaffolding. The study revealed that task design and expectations significantly influenced learner engagement and critical thinking development.
Implications: The findings suggest that integrating FA as part of classroom practice can nurture critical thinking skills by shifting focus from product-oriented assessments to process-level feedback. Educators may benefit from creating more opportunities for short-cycle feedback and fostering collaborative and reflective learning environments. Insights from this study emphasize the importance of aligning task design with intellectual traits to promote learner autonomy and self-directed inquiry.
Aims: The inquiry aimed to explore how FA, viewed as "Assessment for Learning," could promote critical thinking by embedding it in teaching and feedback practices. The research sought to challenge prevailing perceptions of FA as merely evaluative and instead position it as an integral process to cultivate autonomy and higher-order thinking skills among students.
Methods: The research employed a structured lesson using the RSQC2 model (Recall, Summarise, Question, Connect, Comment) to engage learners critically with a poem by Maya Angelou. Data collection included qualitative analysis of student work samples, a feedback form, focus group discussions, and observations. Intellectual traits and reasoning elements from the Paul-Elder framework were used as indicators of critical thinking, alongside student self- assessments and peer feedback.
Findings: FA embedded within the lesson effectively fostered intellectual traits such as autonomy and humility, with structured and unstructured feedback cycles enhancing metacognitive awareness. Variations in critical thinking skills were noted across ability levels, and while tasks like framing questions and peer evaluations supported deep learning, some students required more scaffolding. The study revealed that task design and expectations significantly influenced learner engagement and critical thinking development.
Implications: The findings suggest that integrating FA as part of classroom practice can nurture critical thinking skills by shifting focus from product-oriented assessments to process-level feedback. Educators may benefit from creating more opportunities for short-cycle feedback and fostering collaborative and reflective learning environments. Insights from this study emphasize the importance of aligning task design with intellectual traits to promote learner autonomy and self-directed inquiry.
Description
Keywords (free text)
formative assessment , assessment for learning , critical thinking , peer feedback , RSQC2 model , Paul-Elder model , secondary education