Proposal for an evaluation matrix of the intentionality of the development of critical thinking in the implemented and evaluated curriculum

Authors

Abstract

Developing critical thinking is one of the great goals that the school has in the 21st century. However, it is common to observe planning and evaluations that do not encourage it or that reduce it to the mere questioning of contexts. The objective of this article is to present an instrument that allows to quantitatively evaluate the intentionality of the development of critical thinking in planning and evaluations, considering the various tasks and performances associated with this competence. This measurement, on the one hand, will facilitate the work of researchers who wish to assess the impact of new variables on critical thinking, and, on the other hand, it will help management teams in decision-making and teachers in their search to foster the development of this competence. This instrument was created from the theoretical review of various authors who address critical thinking, including Lipman (1991), Ennis (1993), Develay (1994), and Paul and Elder (2005) and was validated by Finis Terrae University, within the framework of a Master Thesis in Creativity and Pedagogical Innovation. The use of this diagnostic instrument allowed to objectively visualize the lack of intentionality in the development of critical thinking in the implemented curriculum and, at the same time, it was an effective guide in the construction of strategies that do promote it.

Keywords:

pensamiento crítico, currículum implementado, currículum evaluado, matriz de evaluación.