Speakers
ABSTRACT
Presently, critical thinking (CT) does not have a global definition. It encompasses different skills that are not mutually exclusive. For this research, CT refers to logical thinking which entails deductive, inductive, and abductive skills along with the reflective dimensions such as critique and evaluation (Dowling, 2021). In recent years, MEXT (2016) has been encouraging the implementation of CT in Japanese EFL classrooms to prepare students to excel in global academic and professional environments. However, assessing CT presents challenges such as alignment with curriculum goals while ensuring it is reliable and effective. Teachers play a vital role in addressing these challenges by designing assessments that foster both learner development and curriculum alignment. This presentation explores Japanese university EFL teachers’ perspectives on assessing CT and their autonomy in developing evaluation methods. We identify the challenges teachers face in ensuring practicality, applicability, and consistency (PAC). Furthermore, we analyze how educators utilize agency in designing assessment tools that encourage CT development for learners. Participants will gain practical knowledge about assessment techniques, including examples of teacher-driven evaluation tools. This session also emphasizes the importance of teacher collaboration in improving CT assessments and ensuring that they meet both students’ needs and curriculum goals.
KEYWORDS
critical thinking, EFL classrooms, assessment, teacher autonomy
| TITLE | Teacher Assessments of Critical Thinking in Japanese University EFL Classes |
|---|---|
| RELEVANT SIG | Critical Thinking |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
