ASSESSMENT OF CRITICAL THINKING SKILLS IN PRINCIPLES OF MACROECONOMICS USING THE 21ST CENTURY BLOOM’S TAXONOMY MODEL

Studies on critical thinking skills development with specific curriculum materials and instructional methods in economics are few and have been highly theoretical. This paper outlines the framework for developing the 21st Century Bloom’s Taxonomy model across a four-year undergraduate curriculum, enabling students to master critical thinking skills through a clearly defined six-stage process. An example Country Report project from an undergraduate Principles of Macroeconomics course is presented to demonstrate a specific strategy for advancing and assessing critical thinking skills. A critical thinking assessment instrument is also presented to compare student and instructor evaluations from the Country Report assignment.  Article visualizations

Strategija za razvoj i procjenu kritičkog mišljenja u preddiplomskom upravljanju, poduzetništvu i obrazovanju rukovodstva

This paper illustrates a strategy for advancing and assessing critical thinking skills in an undergraduate business program. The 21st Century Bloom’s taxonomy is implemented to support the continuous and progressive development of critical thinking skills across the curriculum. The success of this strategy for critical thinking development is based on the effectiveness of sequentially designed instruction with a continuous process of assessing critical thinking skills development throughout all four years of the undergraduate program. This strategy can be implemented with minimal effort within any undergraduate program that is responsible for educating future entrepreneurs.Ovaj rad ilustrira strategiju za unapređivanje i procjenu sposobnosti kritičkog razmišljanja u preddiplomskom poslovnom programu. Bloomova taksonomija 21. stoljeća provodi se kao potpora stalnom i progresivnom razvoju vještina kritičkog mišljenja kroz nastavni plan i program. Uspjeh ove strategije za razvoj kritičkog mišljenja temelji se na učinkovitosti sekvencijalno osmišljene nastave uz kontinuirani proces procjene razvoja sposobnosti kritičkog mišljenja tijekom sve četiri godine preddiplomskog programa. Ova se strategija može provesti uz minimalan napor u okviru bilo kojeg preddiplomskog programa koji je odgovoran za obrazovanje budućih poduzetnika