The Watson-Glaser Critical Thinking Appraisal measures critical thinking ability by assessing a person’s ability to look at a situation, understand it from multiple perspectives and effectively separate facts from opinions.This assessment is particularly suited to the recruitment of university graduates and managers and looks at comprehension, analysis and evaluation.NC State faculty, therefore, believe that developing students’ critical and creative thinking skills are among the highest priorities of a college education.
A more complex model for critical thinking that is relevant for physical education and involves using the socio-ecological perspective can be found in Gillespie and Culpan (2000), pages 84–96.
“Critical thinkers go beyond memorization of facts.
The creative class includes people whose work it is to create new forms (for example, writers, engineers, and designers) and people who work in a wide range of knowledge-intensive industries that ask them to make critical and creative decisions about specific problems in their fields.
Successful universities in the twenty-first century will be those that educate graduates who contribute to a critical and creative workforce.
Employers will know that I am a critical thinker through my writing samples because how I articulate myself shows how I think.” Critical and creative thinking are the keys to work and economic prosperity in the twenty-first century.
There is a long-term trend away from routine-oriented work, which requires people to do the same things every day, and toward creativity-oriented jobs that ask people to engage in analysis and to make judgments.defines critical thinking as "examining, questioning, evaluating, and challenging taken-for-granted assumptions about issues and practices" and critical action as "action based on critical thinking" (page 56).By adopting this definition of critical thinking and applying their learning in education contexts, students can: (The list above is based on Smyth (2000), page 507.)A description of models for teaching and learning in physical education that illustrates a continuum of approaches, from a 'teaching by telling' approach to an approach that requires teachers and students to engage in critical thinking, can be found in Appendix 3.There is currently a gap in critical thinking teaching at schools and our ability to apply this skill at university or in the world of work.In a recent survey of organisations critical thinking/problem solving was identified as the top skills gap for job applicants.The next steps involve identifying quality resources to support educators, reaching agreement on when and how to integrate critical thinking into the curriculum, and having much deeper discussions between corporations and educators on what critical thinking looks like in the work setting.These actions will enable students to become well-prepared employees and citizens.How can schools give their students a competitive advantage in a tight job market?Educational institutions across the country are looking for solutions –new ways to teach critical thinking, measure student learning and demonstrate efficacy.It includes the ability to engage in reflective and independent thinking.Someone with critical thinking skills is able to do the following : Critical thinking is not a matter of accumulating information.