critical thinking and moral reasoning impact assessment tools for de and esd nancy. l. serrano,...
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Critical Thinking and Critical Thinking and Moral ReasoningMoral Reasoning
Impact Assessment Impact Assessment
Tools for DE and ESDTools for DE and ESD
Nancy. L. Serrano, September 25Nancy. L. Serrano, September 25thth 2009, University of 2009, University of LimerickLimerick
Presentation OutlinePresentation Outline Why a DE/ESD evaluation tool?Why a DE/ESD evaluation tool? Project backgroundProject background Qualitative Vs. QuantitativeQualitative Vs. Quantitative Factors influencing decision-making on SDFactors influencing decision-making on SD Values and AttitudesValues and Attitudes Critical Thinking and DE/ESDCritical Thinking and DE/ESD Tool design parametersTool design parameters Consultation day feedbackConsultation day feedback Next steps…Next steps…
Why a DE/ESD Evaluation Why a DE/ESD Evaluation Tool?Tool?
No standard assessment to measure impact No standard assessment to measure impact of work in formal or non-formal DE/ESD of work in formal or non-formal DE/ESD sectorssectors
To increase transparency, communication, and To increase transparency, communication, and possible comparisonspossible comparisons
To allow for much-needed benchmarks and To allow for much-needed benchmarks and baselines to be established baselines to be established
Project BackgroundProject Background July 2008 - April 2009 : RCE-Ireland Project July 2008 - April 2009 : RCE-Ireland Project
“Situated Learning and DE/ESD Activism” - “Situated Learning and DE/ESD Activism” - questionnaire tool developed testing 3 variables: questionnaire tool developed testing 3 variables: situational, knowledge & ability, intrapersonal situational, knowledge & ability, intrapersonal
(Hines, Homerford and Tomera, 1986)(Hines, Homerford and Tomera, 1986)
Focus on values and attitudes, and critical Focus on values and attitudes, and critical thinking - identified in literature for action-thinking - identified in literature for action-orientation, (IRISH AID, 1999, Tormey, 2003, orientation, (IRISH AID, 1999, Tormey, 2003, Tilbury and Wortman, 2004)Tilbury and Wortman, 2004)
To develop a To develop a quantitativequantitative evaluation tool evaluation tool
Qualitative vs Qualitative vs QuantitativeQuantitative
QualitativeQualitative InterpretiveInterpretive IndividualisticIndividualistic Time consuming Time consuming Wide-ranging Wide-ranging Non-comparativeNon-comparative Complex to analyse Complex to analyse Not statistically Not statistically
significant significant Can raise ‘new’ issuesCan raise ‘new’ issues
Quantitative Quantitative Addresses pre-Addresses pre-
determined questionsdetermined questions Straight forward to Straight forward to
collate collate Statistically analytic Statistically analytic Comparative Comparative Dependent on Dependent on
evaluator knowledge evaluator knowledge Does not encourage Does not encourage
‘new’ issues‘new’ issues
Kirkpatrick’s Levels of Evaluation Kirkpatrick’s Levels of Evaluation http://coe.sdsu.edu/eet/Articles/k4levels/index.htmhttp://coe.sdsu.edu/eet/Articles/k4levels/index.htm
Qualitative
Quantitative
Factors influencing decision-Factors influencing decision-making on sustainability Issuesmaking on sustainability Issues
1.1. Situational factors (e.g existence of recycle Situational factors (e.g existence of recycle banks, public transport)banks, public transport)
2.2. knowledge and ability factors (e.g. knowing about knowledge and ability factors (e.g. knowing about energy saving and how to do it)energy saving and how to do it)
3.3. intrapersonal factors (e.g. attitudes, values, intrapersonal factors (e.g. attitudes, values, acceptance of responsibility) acceptance of responsibility)
(Hines, Hungerford and Tomera,1986)(Hines, Hungerford and Tomera,1986)
The intrapersonal factor MUST be dealt with The intrapersonal factor MUST be dealt with for LASTING behavioural changefor LASTING behavioural change
Values and Attitudes Values and Attitudes -Intrapersonal factors--Intrapersonal factors-
Social Value OrientationSocial Value Orientation IndividualisticIndividualistic CompetitiveCompetitive Co-operativeCo-operative
(Osbaldiston and Sheldon, 2002, Komorita and Parks, 1995)(Osbaldiston and Sheldon, 2002, Komorita and Parks, 1995)
Critical Thinking and Critical Thinking and DE/ESDDE/ESD
““Critical thinking is reasonable, reflective thinking Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.”that is focused on deciding what to believe or do.”
(Ennis, 1993)(Ennis, 1993)
DE/ESD is cross-curricularDE/ESD is cross-curricular
Some critical thinking skills are more relevant to Some critical thinking skills are more relevant to DE/ESD e.g.DE/ESD e.g.
open-mindednessopen-mindedness ability to judge credibility of sourcesability to judge credibility of sources ask clarifying questions and draw conclusions ask clarifying questions and draw conclusions identify conclusions, reasons, and assumptionsidentify conclusions, reasons, and assumptions
(Ennis, 1993)(Ennis, 1993)
Critical thinking tests: general-content based, subject Critical thinking tests: general-content based, subject specific, multiple choice tests exist (Illinois Critical specific, multiple choice tests exist (Illinois Critical Thinking Project), essay-style tests (simulated Thinking Project), essay-style tests (simulated situations) (The Ennis-Weir Critical Thinking Essay Test)situations) (The Ennis-Weir Critical Thinking Essay Test)
Consultation Day Consultation Day FeedbackFeedback
Values + AttitudesValues + Attitudes ResponsibilityResponsibility OpennessOpenness Inter-Inter-
connectednessconnectedness ToleranceTolerance OwnershipOwnership MotivationMotivation IntentionIntention
Critical Thinking SkillsCritical Thinking Skills See other perspectivesSee other perspectives Question+critiqueQuestion+critique Analyse complex issuesAnalyse complex issues Make informed choicesMake informed choices Action planningAction planning Futures thinkingFutures thinking Adapting to changing Adapting to changing
worldworld
Evaluation Tool Design Evaluation Tool Design FormatFormat
July 2008 - April 2009 : “Situated Learning and DE/ESD Activism” July 2008 - April 2009 : “Situated Learning and DE/ESD Activism” project - questionnaire tool, 3 variables: situational, knowledge & project - questionnaire tool, 3 variables: situational, knowledge & ability, intrapersonal ability, intrapersonal
(Hines, Homerford and Tomera, 1986)(Hines, Homerford and Tomera, 1986)
Defining Issues Test (Bebeau and Thoma, 2003)Defining Issues Test (Bebeau and Thoma, 2003) moral reasoning psychometric test moral reasoning psychometric test Story-format or scenariosStory-format or scenarios participants rank statements in order of importance, in relation to participants rank statements in order of importance, in relation to
decision made in each scenario decision made in each scenario based on the work of Lawrence Kohlberg. (Kohlberg, 1973). The DIT based on the work of Lawrence Kohlberg. (Kohlberg, 1973). The DIT
measures moral reasoning on a scale corresponding to these stagesmeasures moral reasoning on a scale corresponding to these stages
Adapting scenarios model to test for values and attitudes and Adapting scenarios model to test for values and attitudes and critical thinking skillscritical thinking skills
Develop DE/ESD scale for action-orientationDevelop DE/ESD scale for action-orientation
Example Scenario question from original questionnaireExample Scenario question from original questionnaire
DE/ESD Scenario Decision DE/ESD Scenario Decision FactorsFactors
Influencing Factors testedFactors affecting
decision-making in SD
Personal Effectiveness Values & attitudes (co-operative)
Self-Interest Values & attitudes (Individualistic)
Community Orientation Values & attitudes (co-operative)
Knowledge Knowledge & Ability
Negative Peer Pressure Related to competitive value?
Positive Peer Pressure Related to competitive value?
Opportunities Institutional factors
Next Steps…Next Steps…
Adapting and finalising scenarios to test Adapting and finalising scenarios to test for priority values, attitudes and critical for priority values, attitudes and critical thinking skillsthinking skills
Piloting tool in DE/ESD sectorPiloting tool in DE/ESD sector
Analysing data Analysing data
Reporting data obtained to sector and Reporting data obtained to sector and fine-tuning toolfine-tuning tool
Thank-youThank-you
RCE-IRELANDRCE-IRELAND
Nancy L. Serrano, RCE Research Assistant, Nancy L. Serrano, RCE Research Assistant,
Department of Education and Professional Studies,Department of Education and Professional Studies,
University of LimerickUniversity of Limerick
Phone: 061-212927Phone: 061-212927
E-mail: [email protected]: [email protected]