Despite the proliferation of technology designed to increase efficiency and connectivity, students’ understanding and comprehension of course content often lags behind the latest advances in e-learning. Critical thinking in the form of higher-order processes provides one way to improve the grasp students have on course content and related knowledge. In this session, the gap between assessment and learning is explored from a theoretical perspective in terms of Bloom’s “Cognitive Taxonomy” and other paradigms. Because “the test” frequently drives the curriculum, assessment of online learning is the focus of critical thinking in this session. Discussion topics include: reasons for assessment, formative vs. summative assessments, testing vs. measuring vs. assessing, and the practicality of assessments in online learning. With a focus on learning outcomes, this session explores curricular connections by thinking critically about content knowledge and assessment strategies. By shifting the focus from technology to thinking, the advantages of making meaningful connections are investigated in terms of innovative assessments. The theoretical basis for this session will include constructivism and reflective thinking as applied to an online learning environment. Participants are encouraged to apply critical thinking assessments to their own content areas.
|Keywords:||Critical Thinking, Assessment, Online Learning|
Assistant Professor and Assistant Chair, Department of Music, University of North Carolina Wilmington, Wilmington, NC, USA
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