Critical Thinking


Question 1

  1. Characteristics of the low performing student- demonstrate clear reasoning and problem solving but only inconsistently. Often resort to simple memorization of course material
  2. Characteristics of a mixed quality student- consistently demonstrate clear reasoning and problem solving but sometimes lack insight. Shows a commitment to critical thinking
  3. Characteristics of a high performing student-raise important questions and uses language to reveal significant insight
  4. Characteristics of exemplary student- raises important questions and uses language to reveal significant insight
  5. Assumption of science – there are laws at work in the physical world that can be understood through systematic experiments and observation
  6. Point of view of history- looking at the past as something that can be understood through study and interpretation from many perspectives
  7. Purpose of business- achieving maximum benefits at the minimum expenditure
  8. Inferences of psychology- judgment about the function or the dysfunction of human behavior
  9. Purpose of philosophy – living a reflective life
  10. Information of sociology- data about human groups including the characteristics they share and they don’t share
  11. Assumptions of biochemistry – the techniques of chemistry are the most appropriate for the study of life at the molecular level. Enzymes reactions are crucial for understanding life
  12. Implications of biology- the knowledge to understand maintain and protect forms of life
  13. A point of view of ecology – plants and animals function in a relationship with one action with their habitats. They need to be in balance for the earth to be healthy and sustainable
  14. Concepts of aerospace engineering- Newtonian mechanics: conservation, of mass, momentum, and energy: aerodynamics: propulsion
  15. Information of electrical engineering- experimental and computational data, legacy, designs, regulatory requirements and mission needs

Question 2

Despite the efforts of low-performing students to demonstrate clear reasoning and problem-solving skills, they still have a problem in his consistency in producing desirable results.  The great difference between excellent students and low performing students is their attitude and behavior. A low performing student will spend more hours and time to do homework that is associated with lower risk and lower performance (Bean, 2011). Moreover, these students have the fear of the unknown and are never willing to try out new things. On the other hand exemplary, students are ready to try out new things to learn a new thing each and every single day. For the low-performing students to the changer, they need to change their behavior and attitude in general towards education and education in general. They should always ask questions whenever and wherever they do not understand to get clarification.


Question 3

By telling the students to redefine grades, Paul and Elder try to show the students the importance of setting achievement in the form of grades and they should review them each time the results are out.  By regularly redefining their goals, the students will be in a position to keep track of their performance and know whenever they are drifting away from their targets.  In my opinion, grades are very crucial part of self-assessment for students (Fisher, 2011). They are the only measurement tools that will reflect the true performance of the students, and this means that if a student wants to keep track of his performance he needs to be grading himself or be regularly graded. For example back in high school, I was poor in mathematics but good in languages and technical subjects. To qualify to pursue an engineering course I had to improve my mathematics and the only self-assessment method that could help me know my current position and standing was through grading. Grading is a crucial part of learning.


Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.

Fisher, A. (2011). Critical thinking: An introduction. . Cambridge University Press.

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