2025/10/08 by Kosberg, Eva, Reffhaug, Marthe Berg Andresen
#assessment #civic education #critical thinking #democratic education #social studies
paper · doi:10.11576/jsse-7654
Highlights: - Assessment conversations in a 9th-grade social studies class were analysed. - Students’ contributions were sorted to identify the dominant level of knowledge. - Objective facts and disconnected information prevailed in the conversations. Purpose: This study explores the extent to which critical thinking is present in assessment conversations in social studies. Design/methodology/approach: The study builds on data from a Norwegian social studies class in the 9th grade (13–14-year-olds). Students performed student-led assessment conversations in groups of four. The students’ contributions were sorted into the absolutist, multiplist and evaluativist categories to identify what level of knowledge was dominant in their conversations. Critical thinking is only possible in the evaluative category. Findings: Absolutist content prevailed in all conversations, meaning that the students, by and large, focused on objective facts and sharing disconnected information. Research limitations/implications: The students’ prioritisation of absolutist content in their conversations could resemble a strong objectivist tradition in the field of social studies. Practical implications: Discussions based on open questions and cause-and-effect thinking should be rehearsed with students to develop their critical thinking skills