Fostering and assessing student critical thinking: From theory to teaching practice

Abstract

AbstractIn an age of innovation and digitalisation, critical thinking has become one of the most valued skills in the labour market. This paper shows how teachers can empower students to develop their students' critical thinking. After recalling why critical thinking matters for democracy and the economy, a definition of critical thinking is outlined. Next, a demonstration is given of how the concept critical thinking can be translated and simplified using teacher‐friendly rubrics that can support the design or redesign of lesson plans, teacher observations and formative assessment—as well as standardised assessments. In conclusion, the paper argues that critical thinking should be mainstreamed in all subjects in school curricula, and that it leads to deeper understanding of subject matter content.