THEORETICAL AND PRACTICAL FOUNDATIONS FOR ASSESSING PHILOLOGY STUDENTS’ CRITICAL THINKING SKILLS
This article analyzes the survey questions used to assess the critical thinking skills of students majoring in Philology and Language Teaching (English). In addition, the concept of critical thinking, its theoretical foundations, and an analysis of questions aimed at assessing critical thinking are presented based on a review of relevant literature.
1. Tosuncuoglu, I. (2018). Place of Critical Thinking in EFL. International Journal of Higher Education, 7(4), 26-32.
2. Numrich, C. (2011b). Critical Thinking part 2: The importance of Critical Thinking. In Pearson ELT. Pearson Longman.
3. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath.
4. https://www.criticalthinking.org/
5. Paul, R., & Elder, L. (2007). The Miniature Guide to Critical Thinking: Concepts & Tools. Foundation Critical Thinking.
6. Facione, P.A. (1990). “The Delphi Report” Critical thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. California Academic Press.
7. Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts (7th ed.). Insight Assessment.
8. OECD. (2012). Assessment of Higher Education Learning Outcomes: Feasibility Study Report. Volume 1 – Design and Implementation. OECD Publishing. https://doi.org/10.1787/9789264190597-en
9. Facione, Peter. (1990). The California Critical Thinking Skills Test: College Level Experimental Validation and Content Validity. 10. Watson, G., & Glaser, E. M. (2002). Watson-Glaser Critical Thinking Appraisal Manual (Form S and Form A). Pearson Assessments.
Copyright (c) 2025 «ACTA NUUz»
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
