Towards a dynamic approach to assessing students' critical thinking skills in higher education

Abstract EN

The present article explores first year degree students' perceptions of their teachers' assessment.

In addition, university teachers' literacy and attitudes towards dynamic assessment in EFL classes are investigated too.

The aim is to experience a new approach to assessing students' critical thinking skills by making a change in assessment practices at the level of higher education.

Towards this purpose, a questionnaire and a semi-structured interview were used.

The results revealed students' positive and negative perceptions towards their teachers' assessment as well as their (i.

e.

, students) low ability to think critically in English language.

The results also showed the teachers' positive attitudes towards the use of dynamic assessment in EFL classes.