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# Copy of How to Assess Higher-Order Thinking SkillsChapter 3: Assessing Logic and Reasoning

Group: Ashlee Beene, Meleia Bridenstine, Michelle Garcia, Carrie Holder, & Michelle Yauman
by

## Carrie Holder

on 11 March 2011

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#### Transcript of Copy of How to Assess Higher-Order Thinking SkillsChapter 3: Assessing Logic and Reasoning

Background
Logic and reasoning are important skills because teaching for transfer is the essence of true learning.
Transfer of knowledge not only means one understands something, but that the knowledge can be used in complex ways.
As leaders, when looking for qualities in work, look for signs of appropriate thinking.
Children learn reasoning as a part of life.
“Reasoning skills can be honed and developed in school, even for young children.” What is sound reasoning? Deductive Reasoning
"reasoning from a principle to an instance of that principle" Reasoning helps to determine if something is true, relevant and if things are consistent. Three Skills Needed for Deductive Reasoning:
1) To logically decide what category something belongs to.
2) To understand what conditions mean.
3) To understand the concepts of negative or partial.
Inductive Reasoning
"reasoning from an instance to a principle" General Reasoning Skills
 Students need to be able to see consistencies and inconsistencies in the argument.
 Reasoning skills should be taught at a young age.
 Students can them move into some of the more detailed points and understandings. Logical Errors
 Common errors are given to students so they can see what is wrong, and improve themselves.
 “Even young students can learn to ask whether reasoning is based on things that are true, relevant, and consistent.”
Common Logic Errors
 Overgeneralizing
 Appeal to Authority
 Social Acceptability
 Against the Person
 Straw Man Assessing Logic and Reasoning
1) Find something for the students to reason about
2) Ask questions that require reasoning
3) Make or evaluate a deductive conclusion
4) Make or evaluate an inductive conclusion Formative and Summative Uses of Results
Discussion Questions
Giving feedback
On-Going Assessment
Keep in mind that thinking cannot be done in the abstract.