Performance Assessment Comprehensively Based on Project Learning Related to Critical Thinking: A Bibliometric Analysis

Authors

Sudirman Sudirman , Aliefman Hakim , Hamidi Hamidi

DOI:

10.29303/jppipa.v9i1.2518

Published:

2023-01-31

Issue:

Vol. 9 No. 1 (2023): January

Keywords:

Critical thinking, Performance assessment, Project Based Learning

Research Articles

Downloads

How to Cite

Sudirman, S., Hakim, A. ., & Hamidi, H. (2023). Performance Assessment Comprehensively Based on Project Learning Related to Critical Thinking: A Bibliometric Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 171–179. https://doi.org/10.29303/jppipa.v9i1.2518
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to find out a comprehensive performance assessment using project-based learning and improving critical thinking.  The method of writing articles through literature studies published in 2010-2022 uses descriptive qualitative bibliometric analysis with the Perish 8 and VOSviewer applications, from 1000 articles sourced from journals, books, conferences, proceedings, and other literature sources that have been screened in the Google Scholar (GS) and Scopus databases with the Perish 8 application, researchers only take articles sourced from journals, namely 343 articles and only 1 09 articles are  Scopus with 45 articles that are on quartile one (Q1), 34 articles on quartile two (Q2), 23 Articles at quartile level three (Q3) and 7  articles are at level quartile four (Q4) to be used as a reference for literature studies in conducting further article reviews. The results of the bibliometric analysis qualitatively found that there was a relationship between comprehensive performance assessment based on project-based learning and critical thinking.

References

Anastasi, J. (2013). The Halpern Critical Thinking Assessment. Inquiry: Critical Thinking Across the Disciplines, 28(3), 13–17. https://doi.org/10.5840/inquiryct201328314

Audouin, M., & Wet, B. de. (2012). Sustainability thinking in environmental assessment. Impact Assessment and Project Appraisal, 30(4), 264–274. https://doi.org/10.1080/14615517.2012.742695

Azaza, M., & Khemakhem, S. (2020). Peer Feedback in Writing: Opportunities for Collaboration and Potential Pitfalls. The International Journal of Assessment and Evaluation, 27(2), 1–13. https://doi.org/10.18848/2327-7920/cgp/v27i02/1-13

Baker, B. A., Tsushima, R., & Wang, S. (2014). Investigating language assessment literacy: Collaboration between assessment specialists and Canadian university admissions officers. Language Learning in Higher Education, 4(1). https://doi.org/10.1515/cercles-2014-0009

Bensley, D. A., Masciocchi, C. M., & Rowan, K. A. (2021). A comprehensive assessment of explicit critical thinking instruction on recognition of thinking errors and psychological misconceptions. Scholarship of Teaching and Learning in Psychology, 7(2), 107–122. https://doi.org/10.1037/stl0000188

Braun, H. I., Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Borowiec, K. (2020). Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00156

Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). Midwifery, 54, 73–80. https://doi.org/10.1016/j.midw.2017.08.003

Chen, G., Wang, X., & Wang, L. (2022). Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention. Assessment & Evaluation in Higher Education, 1–15. https://doi.org/10.1080/02602938.2022.2142515

Cheong, C. M., Luo, N., Zhu, X., Lu, Q., & Wei, W. (2023). Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education, 48(1), 135–148. https://doi.org/10.1080/02602938.2022.2069225

Cogswell, C. (2022). Principles for Peer Review in Practice at Ohio University. Assessment Update, 34(4), 10–11. https://doi.org/10.1002/au.30310

Deveze, E., Ribault, N., Estoppey, D., Latelise, B., Traore, A., Fournier, H.-D., & Bigorre, N. (2022). Self-Assessment Versus Peer-Assessment in Microsurgery Learning: A Comparative Retrospective Study in a Surgery Residents Cohort. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4170638

Harahap, D. E., Festiyed, & Djamas, D. (2019). Preliminary study on development of assessment performance instruments on physics learning to improve students’ critical thinking ability. Journal of Physics: Conference Series, 1185, 012128. https://doi.org/10.1088/1742-6596/1185/1/012128

James, D., Hartzler, M. L., & Chen, A. M. H. (2016). Assessment of critical thinking skills progression in a pre-pharmacy curriculum. Currents in Pharmacy Teaching and Learning, 8(6), 767–773. https://doi.org/10.1016/j.cptl.2016.08.009

Karki, D., & Lamichhane, R. (2020). Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners. Westcliff International Journal of Applied Research, 4(1), 14–29. https://doi.org/10.47670/wuwijar202041DKRL

Kørnøv, L., Larsen, S. V., Lyhne, I., Puibaraud, I. E., Hansen, A. M., Aaen, S. B., & Nielsen, H. N. (2022). Collaboration through environmental assessment networks: Co-creating space and cultivating a joint learning mindset. Environmental Impact Assessment Review, 97, 106898. https://doi.org/10.1016/j.eiar.2022.106898

Kulkarni, P. M., & Veshne, N. (2018). Assessment of quantitative critical thinking (q.c.t) and academic performance of business management students. Journal of Management and Science, 8(3), 301–311. https://doi.org/10.26524/jms.2018.27

Larsen, R. K. (2018). Impact assessment and indigenous self-determination: a scalar framework of participation options. Impact Assessment and Project Appraisal, 36(3), 208–219. https://doi.org/10.1080/14615517.2017.1390874

Lucy, J. A. (2016). Recent Advances in the Study of Linguistic Relativity in Historical Context: A Critical Assessment. Language Learning, 66(3), 487–515. https://doi.org/10.1111/lang.12195

Lyhne, I., Kørnøv, L., & Runhaar, H. (2020). Can Tour de France inspire SEA effectiveness? An analogy to encourage a broader systems thinking. Impact Assessment and Project Appraisal, 39(2), 167–170. https://doi.org/10.1080/14615517.2020.1848243

Martín-Raugh, M., Kell, H., Ling, G., Fishtein, D., & Yang, Z. (2022). Noncognitive skills and critical thinking predict undergraduate academic performance. Assessment & Evaluation in Higher Education, 1–12. https://doi.org/10.1080/02602938.2022.2073964

Ng, W. S., Xie, H., Wang, F. L., & Li, T. (2020). Peer assessment of peer assessment plan: A deep learning approach of teacher assessment literacy. International Journal of Innovation and Learning, 27(4), 450–466. https://doi.org/10.1504/ijil.2020.107617

Orhan, A. (2022). California Critical Thinking Disposition Inventory: Reliability Generalization Meta-Analysis. Journal of Psychoeducational Assessment, 40(2), 202–220. https://doi.org/10.1177/07342829211048962

Poce, A., Amenduni, F., Re, M. R., & De Medio, C. (2019). Automatic Assessment of University Teachers’ Critical Thinking Levels. International Journal of Advanced Corporate Learning (IJAC), 12(3), 46. https://doi.org/10.3991/ijac.v12i3.11259

Possin, K. (2020). CAT Scan: A Critical Review of the Critical-Thinking Assessment Test. Informal Logic, 40(3), 489–508. https://doi.org/10.22329/il.v40i30.6243

Raaijmakers, S. F., Baars, M., Paas, F., Merriënboer, J. J. G. va., & Gog, T. van. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning, 14(1), 21–42. https://doi.org/10.1007/s11409-019-09189-5

Rear, D. (2019). One size fits all? The limitations of standardised assessment in critical thinking. Assessment & Evaluation in Higher Education, 44(5), 664–675. https://doi.org/10.1080/02602938.2018.1526255

Roberts, E. (2021). Community-building through collaborative peer-generated formative assessment: enhancing attainment and assessment literacy. Journal of Learning Development in Higher Education, 22. https://doi.org/10.47408/jldhe.vi22.682

Sánchez González, A. (2021). Peer assessment between students of energy in buildings to enhance learning and collaboration. Advances in Building Education, 5(1), 23. https://doi.org/10.20868/abe.2021.1.4567

Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. P. (2019). Assessment of University Students’ Critical Thinking: Next Generation Performance Assessment. International Journal of Testing, 19(4), 337–362. https://doi.org/10.1080/15305058.2018.1543309

Shui Ng, W., & Yu, G. (2021). Students’ attitude to peer assessment process: a critical factor for success. Interactive Learning Environments, 1–19, 1–19. https://doi.org/10.1080/10494820.2021.1916762

Sims, L. (2012). Taking a learning approach to community-based strategic environmental assessment: results from a Costa Rican case study. Impact Assessment and Project Appraisal, 30(4), 242–252. https://doi.org/10.1080/14615517.2012.736761

Sobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 337–341. https://doi.org/10.18178/ijiet.2021.11.7.1532

Sridharan, B., & Boud, D. (2019). The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education, 44(6), 894–909. https://doi.org/10.1080/02602938.2018.1545898

Sudirman, S., Sarjan, M., Rokhmat, J., Hamidi, H., Muliadi, A., Azizi, A., Fauzi, I., Yamin, M., Muttaqin, M. Z. H., Rasyidi, M., Ardiansyah, B., Khery, Y., & Rahmatiah, R. (2022). Praktik Penilaian Guru Pendidikan Sains antara Keyakinan atau Pengetahuan Guru? Perspektif Filsafat. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 2018–2025. https://doi.org/10.29303/jipp.v7i3c.889

Thienpermpool, P. (2021). Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills. English Language Teaching, 14(12), 183. https://doi.org/10.5539/elt.v14n12p183

Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004

Yan, E. M. Y. (2022). Using Online Peer Assessment Activities to Enhance Team Collaboration in Two Undergraduate Courses. Innovative Teaching and Learning, 4(1), 59–73. https://doi.org/10.4208/itl.20220104

Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238. https://doi.org/10.1080/02602938.2019.1629390

Yin, S., Chen, F., & Chang, H. (2022). Assessment as Learning: How Does Peer Assessment Function in Students’ Learning? Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.912568

Zandvakili, E., Washington, E., Gordon, E. W., Wells, C., & Mangaliso, M. (2019). Teaching Patterns of Critical Thinking: The 3CA Model—Concept Maps, Critical Thinking, Collaboration, and Assessment. SAGE Open, 9(4), 215824401988514. https://doi.org/10.1177/2158244019885142

Zandvakili, E., Washington, E., Gordon, E., & Wells, C. (2018). Mastery Learning in the Classroom: Concept Maps, Critical Thinking, Collaborative Assessment (M3CA) Using Multiple Choice Items (MCIs). Journal of Education and Learning, 7(6), 45. https://doi.org/10.5539/jel.v7n6p45

Author Biographies

Sudirman Sudirman, Universitas Qamarul Huda Badaruddin Bagu

Aliefman Hakim, Universitas Mataram

Hamidi Hamidi, Universitas Mataram

License

Copyright (c) 2023 Sudirman Sudirman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).