Cultivating Critical Thinking through Peer Assessment in the English Debate Course for Chinese English Majors

DOI

10.2991/978-2-38476-309-2_56How to use a DOI?

Keywords

peer assessment; critical thinking; disposition; skill; debate

Abstract

This paper examines the role of peer assessment in fostering critical thinking (CT) dispositions and skills among Chinese English majors in a debate class. Through content analysis of interviews and reflective journals, findings suggest that while peer assessment appears to have a positive impact on certain CT dispositions— such as reflection, fair-mindedness, open-mindedness, inquisitiveness, and truth-seeking—the relationship between peer assessment and the development of higher-order CT skills, such as evaluation, explanation and self-regulation, remains uncertain.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Tingting Ji
PY  - 2024
DA  - 2024/12/09
TI  - Cultivating Critical Thinking through Peer Assessment in the English Debate Course for Chinese English Majors
BT  - Proceedings of the 2024 9th International Conference on Modern Management, Education and Social Sciences (MMET 2024)
PB  - Atlantis Press
SP  - 452
EP  - 457
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-309-2_56
DO  - 10.2991/978-2-38476-309-2_56
ID  - Ji2024
ER  -