#85: Teacher-Developed Design Principles for Assessing Critical Thinking

We describe how nine classroom teachers designed and reflected on assessment practices for measuring critical thinking as part of a larger district Portrait of a Graduate program. Instead of developing a single assessment approach, teachers created a set of design principles that could be used flexibly by other classroom teachers seeking to assess students’ critical thinking. Our findings indicate the importance of grounding assessment of complex, transferable skills in classroom practices and student artifacts.