Metacognition and Critical Thinking: Assessment Methods

View Sample PDF

Author(s): Nailya S. Valeyeva (Kazan National Research Technological University, Russia), Roman V. Kupriyanov (Kazan National Research Technological University, Russia & Kazan (Volga Region) Federal University, Russia)and Elvira R. Valeyeva (Kazan National Research Technological University, Russia)
Copyright: 2020
Pages: 21
Source title: Assessment, Testing, and Measurement Strategies in Global Higher Education
Source Author(s)/Editor(s): Elena Aurel Railean (American University of Moldova, Moldova)
DOI: 10.4018/978-1-7998-2314-8.ch007

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

Purchase

View Metacognition and Critical Thinking: Assessment Methods on the publisher's website for pricing and purchasing information.

Abstract

The chapter incorporated the theoretical issues of assessment of metacognition and critical thinking. In today's fast-changing world, the so-called higher-order skills (such as Metacognition and Reflection, and Critical Thinking) become very important. Although they constitute one of the central goals of the university education, purposeful development of these skills is challenging and difficult. This chapter contains the main approaches to understanding the intellectual skills development process which are underlying research. Theoretical questions of intellect-metacognition are studied, definitions and contents of these notions are given, and the interconnection between metacognition and critical thinking are analysed. The analysis of intellectual skills structure and contents are given. Here, authors also analyze their research in recent years on the questions of critical thinking and a description of methods for assessing the development of critical thinking and reflective skills of students.

The IRMA Community

Research IRM

Metacognition and Critical Thinking: Assessment Methods

Purchase

Abstract

Related Content

IRMA Sponsors