Needs Analysis of Two-Tier Critical Thinking Assessment in High School Physics: Integrating Halpern and Tiruneh Frameworks
DOI:
https://doi.org/10.30599/anb7pt57Keywords:
Critical Thinking, Two-Tier Assessment, Physics Education, Needs Analysis, Teachers’ PerceptionAbstract
This study aims to analyze high school physics teachers’ needs regarding the development of a two-tier assessment instrument to measure students’ critical thinking skills. A descriptive quantitative approach was employed using a questionnaire distributed to 24 physics teachers across various regions. The instrument explored teachers’ instructional practices, perceptions, knowledge, and experiences related to critical thinking assessment. The results indicate that teachers have begun to implement learning activities that support critical thinking and show a strong awareness of its importance. However, many teachers are not familiar with established critical thinking frameworks, and assessment practices remain focused on final answers rather than reasoning processes. These findings reveal a gap between teachers’ awareness and the availability of appropriate assessment tools. Therefore, the development of a structured two-tier assessment instrument is needed to support more effective evaluation of students’ critical thinking skills in physics learning.
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