Download Assessing Critical Thinking Skills in Middle School Language Arts Students and more Thesis Marketing Management in PDF only on Docsity! JNT2 Needs Assessment: Critical-thinking Constructed Responses Assessment Code: JNT2 Needs Assessment: Critical-thinking Constructed Responses Discussion of Instructional Problem The American Public School District located in Anytown, USA, a small community with a population size of 24,000, serves approximately 5200 students across nine buildings. USA Middle School is the only middle school in the district, and it houses over 900 7th and 8th graders. Over the past 6 years I have taught 7th and 8th grade Language Arts, 7th and 8th grade Reading and 8th grade Communications, with the main concentration being 8th grade Communications. In teaching a section of 8th grade Language Arts it was noted that a majority of eighth grade students struggle with creating constructed-response answers for fiction or non-fiction reading. Contributing Factors to the Instructional Problem The most significant contributing factor is the time of learning. Language Arts classes are typically held in the morning sections and many students are tired and unable to focus. One other factor of minimal significance is that the classrooms are interior spaces without natural light or windows and the low hum of florescent lights is bothersome to students. Comparison of Conditions 8th grade students cannot create authentic, text-based constructed-response answers to questions related to their required fiction or non-fiction reading. Students entering high school need to develop and nurture critical thinking skills in preparation for the high school setting. Current Conditions. 8th grade students have difficulty creating constructed- response answers to reading fiction or non-fiction texts. Desired Condition. In preparation for high school, 8th grade students should be able to create an authentic, textual constructed-responses to their fiction or non-fiction reading using critical-thinking application and problem-solving skills. Data Collection Process Discussion of Data Collection Instruments Used The first data collection instrument are student responses to questions related to required fiction reading material. Students were required to read chapters 1 – 3 of the class read and answer the corresponding questions using the R.A.C.E. constructed-response strategy. See Appendix A. The second data collection instrument is an electronic questionnaire distributed to middle school Language Arts classroom and Special Education teachers. The questionnaire is comprised of five questions: 1. Based on your experience with this age group what % of students would you say demonstrates critical-thinking or problem-solving skills? 2. How crucial do you believe critical-thinking and problem-solving abilities are in today’s world? 3. Which of the following strategies have you used in your instructional units with students to measure critical-thinking skills? 4. What are some examples of real-world applications of critical-thinking skills? 5. In your opinion would an instructional unit focused on constructed- responses strategies and practice potentially improve student critical- thinking skills? Discussion of Sources of Data The sources of data are nine Ellis Middle School Language Arts classroom and Special Education teachers, and 7th and 8th grade students.
