Critical and Creative Thinking Assessment Tool Session 1: What
is the tool? 18 February 2015
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Outline of the session Welcome - Victoria Hall, Department of
Education and Training The Critical and Creative Thinking
Assessment Tool - ACER Julian Fraillon and Ray Philpot Questions
and discussion Next steps
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Accessing the Tool The tool is available from the Insight
Assessment Portal and includes:Insight Assessment Portal Teacher
Site, where teachers can preview and assign tasks to students and
mark student responses Student Site, where students can complete
their assigned task.
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Valuing Critical and Creative Thinking Thinking that is
productive, purposeful and intentional is fundamental to students
becoming effective and successful learners. (MCEETYA, 1999, 2008)
Critical and Creative Thinking is necessary to compete in a global
economy that demands innovation (Partnership for 21st century
skills, 2013). Responding to the challenges of the C21 st with its
complex environmental, social and economic pressures requires CCT
(ACARA 2012)
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Valuing Critical and Creative Thinking When information is
readily accessible from a hand- held device, recall of knowledge is
less important than the ability to critically analyse masses of
data and come up with innovative, open-ended solutions to problems.
(McCurry, 2013). http://images.bwbx.io/cms/2012-06-
19/0619_greplin_cue_630x420.jpg
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Purpose of the Critical and Creative Thinking Assessment Tool
Provide support for the assessment of Critical and Creative
Thinking by teachers (formative/summative assessment for/as
learning) Assess Critical and Creative Thinking using a
standardised, trialled and quality assured set of tasks Support
assessment of Critical and Creative Thinking across the years of
schooling AND in contexts across the curriculum Provide a model to
support teachers to create their own assessments of Critical and
Creative Thinking
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Developing the Tool
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The Critical and Creative Thinking Construct What is critical
and creative thinking? Critical and Creative Thinking involves the
ability to generate and evaluate knowledge, clarify concepts and
ideas, seek possibilities, consider alternatives and solve
problems. (ACARA, 2013). The tool was developed with reference to
the ACARA Critical and Creative Thinking general capability
http://www.examiner.com/images/blog/wysiwyg/image/iStock_000007651615XSmall.jpg
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The Critical and Creative Thinking Construct Critical and
Creative Thinking can be thought of as: dispositions (Tishman,
Perkins and Jay; Ritchhart, Church and Morrison) taxonomies of
skills (Bloom; Anderson, Krathwohl et al.) habits and frames of
mind (Costa and Kallick; Gardner; de Bono) thinking strategies
(Marzano, Pickering and Pollock) philosophical inquiry (Lipman,
Sharp and Oscanyan).
http://educationaljargonschs.wikispaces.com/file/view/blooms_revised_taxomony.jpg/197905582/blooms_revised_taxomony.j
pg
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The Critical and Creative Thinking Construct Critical thinking
is at the core of most intellectual activity that involves students
in learning to recognise or develop an argument, use evidence in
support of that argument, draw reasoned conclusions, and use
information to solve problems. Creative thinking involves students
in learning to generate and apply new ideas in specific contexts,
seeing existing situations in a new way, identifying alternative
explanations, and seeing or making new links that generate a
positive outcome. (ACARA CCT General Capability)
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The Critical and Creative Thinking Continuum The Critical and
Creative Thinking learning continuum includes four strands:
Inquiring Generating Reflecting Analysing
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The Critical and Creative Thinking Continuum Inquiring
Identifying, exploring and clarifying questions and issues
Gathering, organising and processing information Transferring
knowledge into new contexts Generating Imagining possibilities and
considering alternatives Seeking and creating innovative pathways
and solutions Suspending judgment to visualise possibilities
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The Critical and Creative Thinking Continuum Reflecting
Reflecting on thinking Reflecting on procedures and products
Analysing Applying logical and inventive reasoning Drawing
conclusions and designing a course of action
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Sample Tasks/Items Examples from the Critical and Creative
Thinking Assessment Tool
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Sample Task: Year 5/6 Playground The slide in a playground is
broken. Who broke it, what should replace it and how can the
playground be made safe?
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Sample Item: Year 5/6 (Inquiring)
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Sample Task: Year 3/4 In the cave An antelope becomes trapped
in a cave with a lion. What strategies will help the antelope
escape?
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Sample Item: Year 3/4 (Inquiring)
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Sample Item: Year 3/4 (Generating)
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Sample Task: Year 1/2 Possum Information about a possum and its
predators is provided. Keep Possum safe from the predators!
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Sample Item: Year 1/2 (Reflecting)
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Sample Task: Secondary Maths/Science Detective Assist an
on-screen detective identify a mystery liquid.
Sample Task: Secondary Humanities/Social Studies Movie Star
Critically examine source material, evidence and arguments in the
context of a (fictitious) movie star.
Sample Task: Secondary Art Sheep Stealer Compare and contrast
two visual representations of James McKenzie, a sheep-stealer from
New Zealand.
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Sample item: Secondary Art (Generating)
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Next steps Session 2: How do I use the tool? 4 March 2015, 4:00
5:00pm Session 3: How could schools use the tool? 18 March 2015,
4:00-5:00pm Register for the CCT Online Collaborate sessions by
emailing:
[email protected]@edumail.vic.gov.au
Provide any feedback to: [email protected].
[email protected]