Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies.
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| Title: | Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies. |
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| Authors: | Dizon, Arnie G. (AUTHOR) |
| Source: | Social Studies. Mar/Apr2025, Vol. 116 Issue 2, p95-115. 21p. |
| Subjects: | Accuracy of information, Social sciences education, Social skills, Teachers' unions, Summative tests, Critical thinking |
| Abstract: | This design and development research (DDR) involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 social studies. Data were collected from 10 social studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. Findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework revealed that most of these assessments ask students to formulate solutions regarding controversial issues. However, verifying the accuracy of information was the least integrated critical-thinking skill by social studies teachers in creating assessments using the developed framework. Hence, the developed framework was improved to ensure that social studies teachers will integrate various critical-thinking skills like verifying the accuracy of information in creating assessments for controversial issues. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This design and development research (DDR) involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 social studies. Data were collected from 10 social studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. Findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework revealed that most of these assessments ask students to formulate solutions regarding controversial issues. However, verifying the accuracy of information was the least integrated critical-thinking skill by social studies teachers in creating assessments using the developed framework. Hence, the developed framework was improved to ensure that social studies teachers will integrate various critical-thinking skills like verifying the accuracy of information in creating assessments for controversial issues. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00377996 |
| DOI: | 10.1080/00377996.2024.2364669 |
