Assess: How to Teach Students to Assess Their Own Work: The Foundation

All thought and behavior, insofar as it aims at knowledge or excellence, involves three dimensions: 1) an object we focus on, 2) a process we employ, and 3) standards we use to assess our work. Few students, unfortunately, have ever thought about “intellectual processes” (e.g., analysis or synthesis), or “intellectual objects” (e.g., conclusions, evidence, or assumptions), or “intellectual criteria” (e.g., clarity, accuracy, or consistency). Hence, they do not know what to do when asked, for example, to “analyze a question for clarity”. In this tape, Richard Paul explains and models specific strategies for teaching awareness of intellectual processes, objects, and standards.