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(Re)Assessing Student Thinking in Online Threaded Discussions
Abstract
A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.
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