Measuring, Assessing and Evaluating Thinking Skills in Educational Settings: A Necessity for Twenty-First Century

Abstract

The twenty-first century is very different from other centuries as mobilization of the people is very rapid, and the spread of knowledgeKnowledge has reached unbelievable levels, which has caused rapid changes in all disciplinesDiscipline. Under these circumstances, the traditional educational philosophy cannot meet the needs of the twenty-first century. The modern approachApproach advocates that educationEducation should aim to raise thinkingThinking generations. A thinkingThinking generation means that individuals should be competent in terms of analytical, critical, and creativeThinking, creativethinkingThinking, decision-makingDecision-making, andProblemproblem-solvingProblem-solving. The transition from the traditional educational approachApproach to the modern one has resulted in some problemsProblem called barriers in teachingTeachingthinkingThinkingskillsSkill. These barriers can be summed up as attitudes of schools’Schooladministrators, teachersTeacher, and parents. The major reason for this attitude is the difficulty of measuring and assessing these skillsSkill. The skillsSkill cannot be measured and assessed by traditional ways that measure remembering and memorizing. However, 21st-century skillsSkill are higher-order analysis, evaluation, and creation. These skillsSkill are measured and assessed using multiple-choice and open-ended questionsQuestion and performance-based works. Furthermore, the evaluation processProcess is not from a single perspective; instead, it is from multiple perspectives as self-evaluation, peer evaluation, and teacherTeacher evaluation. This chapter focuses on how teachersTeacher can measure and evaluate students’StudentthinkingThinkingskillsSkill by focusing on concrete examples. ThinkingThinkingskillsSkill. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.