(See "The assessing teachers and testers did not notice that the student failed to respond to the directions, did not support his judgment with reasons and evidence, did not consider possible criteria on which to base his judgment, did not analyze the subject in the light of the criteria, and did not select evidence that clearly supported his judgment.Instead the student: The assessing teachers were apparently not clear enough about the nature of evaluative reasoning or the basic notions of criteria, evidence, reasons, and well-supported judgment to notice the discrepancy.
Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking.
They are often unclear about the constituents of good reasoning.
The result was, by the way, that a flagrantly mis-graded student essay was showcased nationally (in ASCD's Paul: I don't think so.
Let me suggest a way in which you could begin to test my contention.
All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration.
And when it helps us to solve problems that we could not solve before, it is surely properly called "creative".Two things are crucial: 1) critical thinking is not just thinking, but thinking which entails self-improvement 2) this improvement comes from skill in using standards by which one appropriately assesses thinking.To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).The present level of instruction for thinking is very low indeed.Question: But there are many areas of concern in instruction, not just one, not just critical thinking, but communication skills, problem solving, creative thinking, collaborative learning, self-esteem, and so forth.And then when you explain what you mean, I think you will find that the person is not able to articulate any such standards.Thinking skills programs without intellectual standards are tailor-made for mis-instruction. Only with quality long-term staff development that helps the teachers, over an extended period of time, over years not months, to work on their own thinking and come to terms with what intellectual standards are, why they are essential, and how to teach for them.To think well is to impose discipline and restraint on our thinking-by means of intellectual standards — in order to raise our thinking to a level of "perfection" or quality that is not natural or likely in undisciplined, spontaneous thought.The dimension of critical thinking least understood is that of "intellectual standards." Most teachers were not taught how to assess thinking through standards; indeed, often the thinking of teachers themselves is very "undisciplined" and reflects a lack of internalized intellectual standards.All of us can engage in small talk, can share gossip.And we don't require any intricate skills to do that fairly well.