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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.
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]
Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies.
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  Data: <searchLink fieldCode="AR" term="%22Dizon%2C+Arnie+G%2E%22">Dizon, Arnie G.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Studies%22">Social Studies</searchLink>. Mar/Apr2025, Vol. 116 Issue 2, p95-115. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Accuracy+of+information%22">Accuracy of information</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers'+unions%22">Teachers' unions</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00377996.2024.2364669
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 21
        StartPage: 95
    Subjects:
      – SubjectFull: Accuracy of information
        Type: general
      – SubjectFull: Social sciences education
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Teachers' unions
        Type: general
      – SubjectFull: Summative tests
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      – SubjectFull: Critical thinking
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      – TitleFull: Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies.
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              Text: Mar/Apr2025
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              Y: 2025
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