The twenty-first century is very different from other centuries as mobilization of the people is very rapid, and the spread of knowledge has reached unbelievable levels, which has caused rapid changes in all disciplines. Under these circumstances, the traditional educational philosophy cannot meet the needs of the twenty-first century. The modern approach advocates that education should aim to raise thinking generations. A thinking generation means that individuals should be competent in terms of analytical, critical, and creative thinking, decision-making, and problem-solving. The transition from the traditional educational approach to the modern one has resulted in some problems called barriers in teaching thinking skills. These barriers can be summed up as attitudes of schools’ administrators, teachers, and parents. The major reason for this attitude is the difficulty of measuring and assessing these skills. The skills cannot be measured and assessed by traditional ways that measure remembering and memorizing. However, 21st-century skills are higher-order analysis, evaluation, and creation. These skills are measured and assessed using multiple-choice and open-ended questions and performance-based works. Furthermore, the evaluation process is not from a single perspective; instead, it is from multiple perspectives as self-evaluation, peer evaluation, and teacher evaluation. This chapter focuses on how teachers can measure and evaluate students’ thinking skills by focusing on concrete examples.
Education is not learning of facts, but training of mind to think.
Albert Einstein
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