Assessment of university students’ knowledge in the context of critical thinking
L. V. Khokhlova
Nizhny Tagil State Socio-Pedagogical Institute RSPPU, Tagil, Russia
Keywords: assessment, self-assessment, reflection, dialogue, critical thinking, dialogue, problem-based learning, critical analysis
Abstract
Introduction. The problem of assessing the knowledge of university students is relevant due to the emergence of new technologies and learning formats. The formal assessment of knowledge according to exam standards is being replaced by the individualization of the process of assessing not only knowledge, but also the level of competence of the student. It is important to investigate the critical thinking of students in its intention to evaluate knowledge. Methodology. The research methodology is based on a systematic understanding of critical thinking. The qualities of critical thinking in the process of knowledge assessment are analyzed. Based on the synthesis of interactions of thinking qualities, assessment methods, the specifics of philosophy teaching technologies and the possibilities of philosophical reflection, the importance of self-assessment is substantiated. The structural approach allows us to consider self-assessment as an independent construct functioning outside the evaluation procedure, but dependent on this procedure and participating in it. Discussion. The discussion is based on the use of their own model of critical thinking. The components of critical thinking are discussed. The interaction of the critical component with the qualities of reflexivity, constructiveness of critical thinking is considered. The analysis of students’ evaluation activity in the context of critical thinking allows us to determine the special place of philosophy as an academic discipline that forms critical thinking. Due to the dialogic nature of the content of the discipline, the use of dialogue technologies becomes possible. The idea is put forward that evaluation is most productive if it is a process of building dialogues between a teacher and a student, a student and other participants in a group dialogue. The role of self-assessment and the possibilities of its development in the process of knowledge assessment are analyzed. The most productive result is the coincidence of assessment and self-assessment in the course of philosophizing. Conclusion. Assessment methods should be aimed at the formation of the student’s openness, readiness to discuss the results of activities and the development of adequate self-assessment. These possibilities are realized through the constructive nature of philosophical criticism. Technologies for the development of critical thinking in the study of philosophy can be used in the process of evaluating knowledge. The technology of problem-based learning, dialogue technology, philosophical analysis with the use of rating, forming the qualities of critical thinking, have an impact on the student’s self-esteem.
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