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Metacognition and Critical Thinking: Assessment Methods

Metacognition and Critical Thinking: Assessment Methods

Nailya S. Valeyeva, Roman V. Kupriyanov, Elvira R. Valeyeva
Copyright: © 2020 |Pages: 21
ISBN13: 9781799823148|ISBN10: 1799823148|ISBN13 Softcover: 9781799823155|EISBN13: 9781799823162
DOI: 10.4018/978-1-7998-2314-8.ch007
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MLA

Valeyeva, Nailya S., et al. "Metacognition and Critical Thinking: Assessment Methods." Assessment, Testing, and Measurement Strategies in Global Higher Education, edited by Elena Aurel Railean, IGI Global, 2020, pp. 132-152. https://doi.org/10.4018/978-1-7998-2314-8.ch007

APA

Valeyeva, N. S., Kupriyanov, R. V., & Valeyeva, E. R. (2020). Metacognition and Critical Thinking: Assessment Methods. In E. Railean (Ed.), Assessment, Testing, and Measurement Strategies in Global Higher Education (pp. 132-152). IGI Global. https://doi.org/10.4018/978-1-7998-2314-8.ch007

Chicago

Valeyeva, Nailya S., Roman V. Kupriyanov, and Elvira R. Valeyeva. "Metacognition and Critical Thinking: Assessment Methods." In Assessment, Testing, and Measurement Strategies in Global Higher Education, edited by Elena Aurel Railean, 132-152. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2314-8.ch007

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Abstract

The chapter incorporated the theoretical issues of assessment of metacognition and critical thinking. In today's fast-changing world, the so-called higher-order skills (such as Metacognition and Reflection, and Critical Thinking) become very important. Although they constitute one of the central goals of the university education, purposeful development of these skills is challenging and difficult. This chapter contains the main approaches to understanding the intellectual skills development process which are underlying research. Theoretical questions of intellect-metacognition are studied, definitions and contents of these notions are given, and the interconnection between metacognition and critical thinking are analysed. The analysis of intellectual skills structure and contents are given. Here, authors also analyze their research in recent years on the questions of critical thinking and a description of methods for assessing the development of critical thinking and reflective skills of students.

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