In this paper, an assessment for students’ ability in critical thinking within statistics content which includes the statistical reasoning and thinking skills are discussed. Despite instructors’ awareness on critical thinking as one of essentials 21st century skills, it remains unclear about how to develop the instructional framework for teaching, learning and assessing critical thinking in statistics domain. Moreover, there is an urgency to reform statistics classroom include; the way instructor teach statistics, the way students learn statistics and how to assess statistics learning outcomes to support critical thinking. In order to identify and design the critical thinking framework, the objectives of this study are; 1. To highlights issues related to assessing statistical reasoning and thinking for educators instructional strategies. 2. To provide a framework for assessing statistical reasoning and thinking. 3. To develop instructional design for teaching thinking in statistics classroom. The implications for classroom teaching will be explored through final examination results. The challenges are identified and new directions for promoting critical thinking in statistics classroom are identified.
Aishah Mohd Noor, University Malaysia Perlis, Malaysia
Maz Jamilah Masnan, University Malaysia Perlis, Malaysia
Safwati Ibrahim, University Malaysia Perlis, Malaysia
Khatijahhusna Abd. Rani, University Malaysia Perlis, Malaysia
Stream: Education and Development: Local and Global/Domestic and International
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