THE CHALLENGES OF EVALUATING CRITICAL THINKING IN HIGHER EDUCATION

Abstract

Higher education should adapt to the new challenges of the current century, but it is not succeeding. The transformations that have taken place in recent times have not gone hand in hand with innovations in the preparation of our future citizens and professionals. In our opinion, this mismatch is due in part to the fact that a diagnosis of the functioning of the student training system is not carried out, in order to know what works well and what does not. Without this vision, it is not possible to convince education professionals to change their goals and practices. We need to know what will make our future citizens and professionals better in all areas in these demanding times. From our critical thinking group, we propose to approach education in a different way from the one that is even more widespread today and, above all, we propose that without a complete evaluation of the learning process, change and improvement in it is not possible. We have been developing learning improvement procedures for some time and designing learning assessment systems. Both activities are inseparable. In this work we will present the core of these lines of research.