As part of my studies on assessing and developing critical thinking skills in the language classroom, I’ve devised and trialled a new kind of placement test for older teenagers and adults. The objectives are as follows:
- To more accurately gauge a learner’s ability to apply, analyse, evaluate and create – rather than merely understand and remember.
- To use the placement test to divide classes of the same level, not than by minute and discrete “levels”, but by level of ability to engage with critical questions.
The idea behind the above, in brief, is that classes where learners have a similar “level” of engagement (critically) are grouped together, ensuring that a common situation in which a very creative and analytical student is stifled within a class of other learners who have not developed these skills yet. Secondly, a focus on critical thinking skills represents a more “western” learning model, and…
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