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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.
The present level of instruction for thinking is very low indeed.
To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).
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.
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.
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.