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Critical Thinking and Moral Reasoning Impact Assessment Tools for DE and ESD

Critical Thinking and Moral Reasoning Impact Assessment Tools for DE and ESD. Nancy. L. Serrano, September 25 th 2009, University of Limerick. Presentation Outline. Why a DE/ESD evaluation tool? Project background Qualitative Vs. Quantitative Factors influencing decision-making on SD

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Critical Thinking and Moral Reasoning Impact Assessment Tools for DE and ESD

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  1. Critical Thinking and Moral ReasoningImpact Assessment Tools for DE and ESD Nancy. L. Serrano, September 25th 2009, University of Limerick

  2. Presentation Outline • Why a DE/ESD evaluation tool? • Project background • Qualitative Vs. Quantitative • Factors influencing decision-making on SD • Values and Attitudes • Critical Thinking and DE/ESD • Tool design parameters • Consultation day feedback • Next steps…

  3. Why a DE/ESD Evaluation Tool? • No standard assessment to measure impact of work in formal or non-formal DE/ESD sectors • To increase transparency, communication, and possible comparisons • To allow for much-needed benchmarks and baselines to be established

  4. Project Background • July 2008 - April 2009 : RCE-Ireland Project “Situated Learning and DE/ESD Activism” - questionnaire tool developed testing 3 variables: situational, knowledge & ability, intrapersonal (Hines, Homerford and Tomera, 1986) • Focus on values and attitudes, and critical thinking - identified in literature for action-orientation, (IRISH AID, 1999, Tormey, 2003, Tilbury and Wortman, 2004) • To develop a quantitative evaluation tool

  5. Qualitative Interpretive Individualistic Time consuming Wide-ranging Non-comparative Complex to analyse Not statistically significant Can raise ‘new’ issues Quantitative Addresses pre-determined questions Straight forward to collate Statistically analytic Comparative Dependent on evaluator knowledge Does not encourage ‘new’ issues Qualitative vs Quantitative

  6. Kirkpatrick’s Levels of Evaluation http://coe.sdsu.edu/eet/Articles/k4levels/index.htm Qualitative Quantitative

  7. Factors influencing decision-making on sustainability Issues • Situational factors (e.g existence of recycle banks, public transport) • knowledge and ability factors (e.g. knowing about energy saving and how to do it) • intrapersonal factors (e.g. attitudes, values, acceptance of responsibility) (Hines, Hungerford and Tomera,1986) The intrapersonal factor MUST be dealt with for LASTING behavioural change

  8. Values and Attitudes -Intrapersonal factors- • Social Value Orientation • Individualistic • Competitive • Co-operative (Osbaldiston and Sheldon, 2002, Komorita and Parks, 1995)

  9. Critical Thinking and DE/ESD • “Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.” (Ennis, 1993) • DE/ESD is cross-curricular • Some critical thinking skills are more relevant to DE/ESD e.g. • open-mindedness • ability to judge credibility of sources • ask clarifying questions and draw conclusions • identify conclusions, reasons, and assumptions (Ennis, 1993) • Critical thinking tests: general-content based, subject specific, multiple choice tests exist (Illinois Critical Thinking Project), essay-style tests (simulated situations) (The Ennis-Weir Critical Thinking Essay Test)

  10. Consultation Day Feedback • Values + Attitudes • Responsibility • Openness • Inter-connectedness • Tolerance • Ownership • Motivation • Intention • Critical Thinking Skills • See other perspectives • Question+critique • Analyse complex issues • Make informed choices • Action planning • Futures thinking • Adapting to changing world

  11. Evaluation Tool Design Format • July 2008 - April 2009 : “Situated Learning and DE/ESD Activism” project - questionnaire tool, 3 variables: situational, knowledge & ability, intrapersonal (Hines, Homerford and Tomera, 1986) • Defining Issues Test (Bebeau and Thoma, 2003) • moral reasoning psychometric test • Story-format or scenarios • participants rank statements in order of importance, in relation to decision made in each scenario • based on the work of Lawrence Kohlberg. (Kohlberg, 1973). The DIT measures moral reasoning on a scale corresponding to these stages • Adapting scenarios model to test for values and attitudes and critical thinking skills • Develop DE/ESD scale for action-orientation • Example Scenario question from original questionnaire

  12. DE/ESD Scenario Decision Factors

  13. Next Steps… • Adapting and finalising scenarios to test for priority values, attitudes and critical thinking skills • Piloting tool in DE/ESD sector • Analysing data • Reporting data obtained to sector and fine-tuning tool

  14. Thank-you RCE-IRELAND Nancy L. Serrano, RCE Research Assistant, Department of Education and Professional Studies, University of Limerick Phone: 061-212927 E-mail: nancy.l.serrano@ul.ie

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