Developing The Critical Thinker In The Average Student With Bloom’s Cognitive Taxonomy

Suzanne Mabrouk

The Citadel Introduction Most incoming college students lack both knowledge and experience with critical thinking skills. Usually this ability does not improve in college, as few courses neither teach nor promote such skills. For courses that utilize critical thinking, previous knowledge is typically assumed. Unfortunately this assumption works to the detriment of the typical student. To circumvent any problems, critical thinking skills can and should be taught by all faculty across the disciplines, starting with the basic information followed by its application to the course. This methodology will ultimately result in students and later graduates who can think critically and maybe even function independently. Critical thinkers will develop a natural curiosity, which will lead to independence in their learning. The transition from dependent learners to independent learners should be the goal of all collegiate faculty. Methodology To foster critical thinking skills in the classroom, I have developed the following steps in accordance with Bloom’s Cognitive Taxonomy 1: 1. the evaluation of critical thinking skills covered on tests given in previous semesters 2. the administration of a pre-test to assess critical thinking skills 3. the instruction and use of critical thinking skills in class 4. the development of tests to promote critical thinking 5. the assessment of student performance with regard to the six levels of critical thinking on tests and 6. the administration of a post-test to assess critical thinking skills. These six steps can be readily adapted for use in any course.

Bloom’s Cognitive Taxonomy Bloom’s Cognitive Taxonomy consists of six skill levels of learning, which increase in complexity starting with knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge refers to the simple recall of facts, definitions, or terms. When facts are grouped, compared, described, or even expla ined, then this is comprehension. Building on knowledge and comprehension, one moves onto application, the ability to apply previously acquired knowledge to a new scenario. Analysis, the fourth skill level, requires one to scrutinize any supporting evidence and the resulting conclusion in an effort to reach a reasonable conclusion. With sufficient experience in the area of analysis, one can learn to develop one’s own reasonable solutions; this is referred to as synthesis. The pinnacle of Bloom’s taxonomy is evaluation, where one makes qualitative and quantitative judgments based on evidence; one thinks critically.

The Evaluation of Critical Thinking Skills Covered on Tests Given in Previous Semesters.

Using tests given in a previous semester, faculty can determine the skill level addressed by each question. From this information, one can determine the percent for each of the six skill levels covered on a given test. These percentages can then be used as an indicator of the critical thinking skills emp hasized by the faculty member throughout the previous semester. Ideally, the proportion of questions requiring higher order thinking skills should increase throughout a course, as students become more knowledgeable of the subject and more experienced with using critical thinking skills in this new scenario. Some tests may emphasize certain skill levels more than others, but there should be some general upward trend towards higher order thinking in the course.

The Administration of a Pre-test of Critical Thinking Skills To assess the critical thinking skills of current students, one can administer the Motivated Strategies for Learning Questionnaire (MSLQ) or similar test. The MSLQ assesses many characteristics of the student learner including the use of critical thinking that subject. This data can then serve as the baseline for later

comparison following some intervention. Faculty should then process the data for each student and the class as a whole to determine the individual’s ability and the predominant ability of the class.

The Instruction and Use of Critical Thinking Skills in Class Using the results of the MSLQ, faculty can then give an informed presentation on the six skill levels of Bloom’s Taxonomy, being sure to explain its relevance to the course. In the past I have provided my students with a handout introducing them to the subject. A copy of this handout appears in the appendix. From thereon in, it is especially important for faculty to constantly demonstrate the use of critical thinking skills throughout the course; Hanna and McGill2 refer to this process as exemplification. According to Kogut3 exemplification is crucial to fostering critical thinking skills. Hanna and McGill2 state that the act of modeling critical thinking skills in one’s chosen field is one of the distinguishing characteristics of excellent instructors. This is an attribute to which all faculty should aspire. In my organic chemistry course, I am promoting critical thinking in four ways. (1) As I post sample problems during class, students are asked to supply reasonable solutions and to indicate any similarities or differences between the assigned problem and examples in their notes. This step emphasizes Bloom’s first three skill levels of knowledge, comprehension, and application. (2) Prior to each test, students are assigned a problem from an old test for which they must post a reasonable solution and indicate the highest skill level addressed by the question. In solving the problems, the students are making comparisons between the problem and their previous knowledge. Where there are differences they must apply the prior knowledge to the new situation. In determining the associated skill level, the students are developing their ability to analyze information. (3) To promote synthesis and evaluation, students are asked to solve more synthetic problems, where one organic chemical is transformed into another via the addition of appropriate reagents. Usually students find these problems to be especially difficult. These problems are typically assigned one day and solved the next class meeting. Problems are solved using student suggestions. Each step in the synthesis is evaluated as it is posted to the board, so that corrections can be made as needed. (4) Students are also given synthetic problems with incorrect solutions, where they are asked to evaluate the solution, to determine the error, and to devise an appropriate synthesis. This process promotes all six-skill levels.

The Development of Tests To Promote Critical Thinking Using the data from the evaluation of old tests, faculty can then assess their test writing ability. If old tests favor knowledge or even comprehension at the expense of the higher order skills, then one should make a more conscious effort to think analytically of the course information both when writing test questions and when lecturing. While developing a new test, faculty can determine the overall percent of each critical thinking level. If the percentages are disproportionate to the subject matter as presented in class, then some changes are warranted. This could mean replacing a few knowledge-based questions with a synthesis. Of course any changes must be made with regard to the allotted testing time. The ability to write test questions addressing the six skill levels of learning will improve with time, much like the students’ abilities to think critically.

The Assessment of Student Performance with regard to the Six Levels of Critical Thinking on Tests

Following the admin istration of each test, students should be instructed how to assess their mastery of the material and their development in the area of critical thinking. Students can be given guidelines, where test questions are grouped according to subject matter, question type, and/or skill level. From the groupings, students can then calculate the percent earned in each area. They can then submit their scores to the professor for tracking of each student and the entire class. Faculty can use these scores to help individual students and the class as whole. If most students are inadequate in a given area, then the faculty member should emphasize that critical thinking area more in class for the next test. Students should also keep a record of their own progress throughout the course. This information should encourage students to strive to succeed, by focusing on the areas of low performance. Teaching students how to assess their own progress in a course will help them to take responsibility for their own education.

The Administration of a Post-test of Critical Thinking Skills Towards the end of the course, the MSLQ should be re-administered. The results of the pre- and post tests should be compared for each student and for the entire class. The results will indicate if the students’ abilities to think critically have improved. Conclusion In writing this paper, it has become quite clear to me that faculty bear much responsibility for the inadequacy of our students and graduates to think analytically. If we do not teach and use critical thinking skills regularly with our students, then they will not develop the ability to make informed and responsible decisions in their every day life. To that end, we should teach and use Bloom’s Cognitive Taxonomy in the context of our courses. We should also test the students on our subject matter in a manner that emphasizes critical thinking at all skill levels. One day our students will be glad that we cared enough to teach them to think and to develop into an independent learner. References 1. Bloom, B. S. (ed.). Taxonomy of Educational Objectives. Vols. 1 and 2. New York: David McKay, 1956. 2. Hanna, S.; McGill, L. Coll. Teach. 1985, 33(4), 177-180. 3. Kogut, L. S. J. Chem. Educ. 1996, 73(3), 218-221. Appendix Critical Thinking and Bloom’s Cognitive Taxonomy Bloom’s Cognitive Taxonomy consists of six levels of learning, which increase in difficulty from knowledge to evaluation.

(1) Knowledge: This is the first skill level on which the others are based. At this level, one is recalling facts, definitions, rules, or terms. Some keywords that can be used to distinguish this skill level include: choose, define, identify, list, locate, match, name, recall, recognize, state, and tell.

(2) Comprehension: At this level, previous knowledge is grouped, compared, described, or explained. The keywords that can be used to identify this skill level include: compare, contrast, derive, describe, explain, find, illustrate, interpret, reorder, rephrase, restate, and summarize.

(3) Application: Any previously acquired information is applied to a new scenario here. The distinguishing keywords include: apply, choose, classify, employ, order, report, select, show, solve, use.

(4) Analysis : At this level, one is studying any supporting evidence and the resultant conclusion in an effort to reach a reasonable conclusion. The keywords include: analyze, categorize, conclude, contrast, deduce, detect, determine, distinguish, and infer.

(5) Synthesis : Using previous information, this is where one develops a solution, product, or proposal for oneself. The keywords are: combine, construct, design, develop, draw, formulate, invent, modify, originate, plan, predict, produce, propose, solve and write.

(6) Evaluation: This skill level requires one to make qualitative and quantitative judgments, to think critically. The keywords include: appraise, argue, assess, debate, decide, evaluate, judge, justify, and measure.