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Queensland University of Technology

The Use of Assessment Strategies to Develop

Critical Thinking Skills in Science.

Dr Megan H. Hargreaves & Dr Al T. Grenfell,Faculty of Science,

Queensland University of Technology

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Queensland University of Technology

The ACTS Project• Background

– Science Faculty Project – Participants from all Schools & Sections– Various projects undertaken– Supported by T&L Large Research Grant

• Overarching Theme– Building Critical Thinking Skills into the curriculum– Designing Assessment strategies to “drive” the

learning

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Underlying premises

• Assessment as a motivator of learning– Not simply WHAT is learned but HOW

• Critical thinking– Analysing, investigating alternatives, examining

conclusions

• SOLO levels of Critical thinking skills– Scaled approach: students should improve their level of

CTS throughout their studies

• Research (Inquiry) learning– Uses real-life problems, and real research techniques to

stimulate CT approach

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Critical Thinking Skills in Science

• Designing experiments and testing hypotheses

• Analysing arguments

• Solving problems

• Thinking creatively

Halpern, D.F. (1997). Critical thinking across the curriculum: a brief edition of thought and knowledge. New Jersey, Lawrence Erlbaum.

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The Microbiology component

• Units taken in second and third year• “Stream” of units included in ACTS• Basic CT skills introduced in Micro 1 & 2

– Problem Solving in Laboratory classes– Application to “real-life” situations

• Skills built on for Advanced units– Environmental Microbiology: Research project– Bacterial Pathogenesis: Clinical Case Studies

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Environmental Microbiology

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Queensland University of Technology

The Research Inquiry• Preparation

– Students form groups of 2-3 (Allocated to a tutor)• Identify a problem within the defined parameters of the study• Form a hypothesis• Identify previous knowledge, knowledge gaps• Write a proposal, project plan, materials list

• Performance– Groups collect environmental samples, analyse them,

record results• Pondering (Reporting)

– Group members collaborate to produce a written report in the form of a Journal Article

– Report must include:• Short literature review, material and methods, results• Discussion of significance of results, in relation to the

hypothesis, alternative hypotheses that might be considered, future research

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Marking for Critical Thinking Skills

• Is the question at issue well stated? Is it clear and unbiased? Does the expression of the question do justice to the complexity of the matter at issue?

• Does the writer cite relevant evidence, experiences and/or information essential to the issue?

• Does the writer clarify key concepts when necessary?• Does the writer show a sensitivity to what he or she is

assuming or taking for granted? (Insofar as those assumptions might reasonably be questioned)?

• Does the writer develop a definite line of reasoning, explaining well how he/she is arriving at his/her conclusions?

• Is the writer’s reasoning well-supported?Centre for Critical Thinking, Sonoma State University, California. A sample assignment format. Available online at http://www.criticalthinking.org/University/univclass/AssignFormat.html

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Outcomes• Feedback

– The research project is a very valuable experience for future work

– The project is great for practical hands-on experience and getting thinking about scientific reports

– Group assignment was very interesting: we really got into it. It made me feel like I was a real scientist

– Student projects are a valuable insight into the “real-world” of this field

• Survey– Students perceived an increase in their CT

skills to SOLO levels 3-4 (Relational to Extended abstract)

• Marking– Critical thinking criteria clearly demonstrated in

majority of project reports