Application of paul and elder critical thinking model

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Reference no: EM132231483

Based on the article below please answer the following:

Provide a thoughtful appraisal of the article's application of Paul and Elder's critical thinking model.

In your comments, note how the article addresses these questions (Paul & Elder, 2006) in their analysis:

What is the main purpose of the article?

What is the key question the author of the article is addressing?

What is the most important information in the article?

What key conclusions (inferences) did the author of the article come to and present?

There is question in today’s educational setting about the grading practices being used and whether or not they are best practice in the new environment of education. Traditionally, student’s grades have been based on a multitude of items including formative assessments, summative assessments, timeliness of work completion, ability to get to class on time, participation, and classroom behavior. The concern that has been presented is that many of these items do not assess what the student knows or the standards the student is competent on. The movement to remove many of the non-academic items in the construction of a student’s grade is growing, leaving the majority of the final grade to be based on summative assessments without regard to when the work is completed or how the student acts in class. The result of this would concentrate the end knowledge of the student with a focus on accomplishment of knowing the standards and leave out how the student got there.

In looking at how student’s grades are determined, there are many different items such as testing, behavior, attitude, timeliness, attendance, effort, and extra credit that are used by teachers, schools and districts today. While teachers have often had autonomy in the calculation of grades in their classroom, that practice has created inequities in grading outcomes. A primary concern has been with determining what the purpose of a grade is and what practices and policies make up that purpose (Yesbeck, 2011). Research is needed to determine what practices are best for the outcome of learning for the student. A model that is gaining popularity and focus in grading is standards based grading. Standards-based-grading (SBG) will remove the equal importance on student homework, or remove the grading of homework all together by recognizing its role as practice of knowledge. Practice of knowledge is simply used as feedback for student achievement and not something that would be included in recordable grades. Practice problems, reading sections, or doing formulas is the pathway to success on tests and should not count towards the eventual comprehension of the material. Iamarino explains the importance for SBG by saying, “Standards-based grading takes aim both at mediocrity in the classroom and inaccurateness in the gradebook, attempting to reinvigorate education by encouraging teachers to implement more accurate methods of evaluation” (2014, p.2).

These two authors describe the importance for grading reform and understanding why and how students learn. The importance of this research could change how teachers develop assessments and run their classrooms daily. As an educator the need to evolve and understand as new practices are developed is critical to the consistent advancement of our youth.

Reference no: EM132231483

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