You can use an asynchronous online debate. Here's an example of how it is done:
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
Best regards,
Debra
In my opinion, the instructor of a language has to ask for participation of the students in discussions using the foreign language partially to start with & moving into full use of the "learnt" language later on. The students will be told that the more one takes part in this activity, the higher will be the "evaluation" mark.
The instructor has to "invent" deliberate mistakes to test the awareness of the students & to monitor their response aiming at installing "critical thinking". For example, the instructor will say & write "Life is summarized as yesterday, today, and tommorow". The last word, of course, is mistaken so the instructor will wait for a correction by the students. If there is no objection, the instructor will proceed into another "blatant" error & so on until the students wake up & comment. Needless to say that each mistake has to be corrected by the end of a class.
Step-by-step & with a good "dose" of freedom, an "alerted" environment is built. At the end of a semester, the teacher has to prepare a final exam which is thinking-oriented. From the assessment of a "batch" of students, a good teacher will work on improvements each time in a continuing process.
Respected Saima, to test and measure anything, we need a tool; in my opinion tool developed by Facione and Facione in 1994, 2009 and 2011 is excellent to use or built your own tool to assess and measure critical thinking in any course, by reading these tools. Important point; paragraphs in inverted commas are not mine words and I have shared references, and PDFS are available to download for free.
" Holistic Critical thinking scoring rubric (HCTSR)"The HCTSR is a rating measure that can be used to assess the observable critical thinking demonstrated by presentations, reports, essays, projects, classroom discussions, panel presentations, portfolios, and other ratable events or performances".
(https://www.insightassessment.com/Resources/Teaching-Training-and-Learning-Tools/Holistic-Critical-Thinking-Scoring-Rubric-HCTSR)
(c) 1994, 2009, 2011 Peter A. Facione, Noreen C. Facione, and Measured Reasons LLC, Hermosa Beach, CA USA Published by The California Academic Press / Insight Assessment, San Jose, CA, USA, 95112. Permission is granted to students, faculty, staff, or administrators at public or nonprofit educational institutions for unlimited duplication and free distribution of the critical thinking scoring rubric, rating form, or instructions herein for local teaching, assessment, research, or other educational and non-commercial uses, provided that no part of the scoring rubric is altered and that "Facione and Facione" are cited as authors. (PAF49:R4.2:062694). For permission to include this rubric in materials that will be sold, contact Insight Assessment. 1735 N 1ST STREET, SUITE 306 PHONE (650) 697-5628 SAN JOSE, CA. 95112-4511 USA www.insightassessment.com FAX (650) 692-0141 ).
"Critical thinking rubrics are available from a variety of disciplines. An excellent source is Opened Practices (http://openedpractices.org)8, which allows for reuse under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License; several examples are listed in the references9-12." ( Alfrey, K., & Cooney, E. (2009). Developing a rubric to assess critical thinking in assignments with an open-ended component. In American Society for Engineering Education. American Society for Engineering Education".
Thanks Nazia, Debra, and Nizar , for your replies are an amazing contribution and affirmation of my thoughts about my project.
Nazia, thanks for generously mentioning the resources and links!
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