Critical Thinking and Moral Reasoning Impact Assessment Tools
Critical Thinking and Moral Reasoning Impact Assessment Tools for DE and ESD Nancy. L. Serrano, September 25th 2009, University of Limerick Presentation Outline Why a DE/ESD evaluation tool? Project background Qualitative Vs. Quantitative Factors influencing decision-making on SD Values and Attitudes
Critical Thinking and DE/ESD Tool design parameters Consultation day feedback Next steps Why a DE/ESD Evaluation Tool? No standard assessment to measure impact of work in formal or non-formal DE/ESD sectors To increase transparency, communication, and possible comparisons To allow for much-needed benchmarks and baselines to be established Project Background
July 2008 - April 2009 : RCE-Ireland Project Situated Learning and DE/ESD Activism questionnaire tool developed testing 3 variables: situational, knowledge & ability, intrapersonal (Hines, Homerford and Tomera, 1986) Focus on values and attitudes, and critical thinking - identified in literature for actionorientation, (IRISH AID, 1999, Tormey, 2003, Tilbury and Wortman, 2004) To develop a quantitative evaluation tool Qualitative vs Quantitative Qualitative
Interpretive Individualistic Time consuming Wide-ranging Non-comparative Complex to analyse Not statistically significant Can raise new issues Quantitative
Addresses predetermined questions Straight forward to collate Statistically analytic Comparative Dependent on evaluator knowledge Does not encourage new issues Kirkpatricks Levels of Evaluation http://coe.sdsu.edu/eet/Articles/k4levels/index.htm Qualitative Quantitative Factors influencing decisionmaking on sustainability Issues
1. Situational factors (e.g existence of recycle banks, public transport) 2. knowledge and ability factors (e.g. knowing about energy saving and how to do it) 3. intrapersonal factors (e.g. attitudes, values, acceptance of responsibility) (Hines, Hungerford and Tomera,1986) The intrapersonal factor MUST be dealt with for LASTING behavioural change Values and Attitudes -Intrapersonal factors-
Social Value Orientation Individualistic Competitive Co-operative (Osbaldiston and Sheldon, 2002, Komorita and Parks, 1995) Critical Thinking and DE/ESD Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do. (Ennis, 1993) DE/ESD is cross-curricular
Some critical thinking skills are more relevant to DE/ESD e.g. open-mindedness ability to judge credibility of sources ask clarifying questions and draw conclusions identify conclusions, reasons, and assumptions (Ennis, 1993) Critical thinking tests: general-content based, subject specific, multiple choice tests exist (Illinois Critical Thinking Project), essay-style tests (simulated situations) (The Ennis-Weir Critical Thinking Essay Test) Consultation Day Feedback
See other perspectives Question+critique Analyse complex issues Make informed choices Action planning Futures thinking Adapting to changing world Evaluation Tool Design Format July 2008 - April 2009 : Situated Learning and DE/ESD Activism project - questionnaire tool, 3 variables: situational, knowledge & ability, intrapersonal
(Hines, Homerford and Tomera, 1986) Defining Issues Test (Bebeau and Thoma, 2003) moral reasoning psychometric test Story-format or scenarios participants rank statements in order of importance, in relation to decision made in each scenario based on the work of Lawrence Kohlberg. (Kohlberg, 1973). The DIT measures moral reasoning on a scale corresponding to these stages Adapting scenarios model to test for values and attitudes and critical thinking skills
Develop DE/ESD scale for action-orientation Example Scenario question from original questionnaire DE/ESD Scenario Decision Factors Influencing Factors tested Factors affecting decision-making in SD Personal Effectiveness Values & attitudes (co-operative) Self-Interest Values & attitudes (Individualistic) Community Orientation Values & attitudes (co-operative)
Knowledge Knowledge & Ability Negative Peer Pressure Related to competitive value? Positive Peer Pressure Related to competitive value? Opportunities Institutional factors Next Steps Adapting and finalising scenarios to test for priority values, attitudes and critical thinking skills
Piloting tool in DE/ESD sector Analysing data Reporting data obtained to sector and fine-tuning tool Thank-you RCE-IRELAND Nancy L. Serrano, RCE Research Assistant, Department of Education and Professional Studies, University of Limerick Phone: 061-212927 E-mail: [email protected]
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