Analyzing Thinking Levels in University Courses: Developing Interdisciplinary Frameworks

By Linda Sanders.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This practice focus article deals with strategies for analyzing the thinking levels of university students and for helping university faculty identify the content and skills they are attempting to teach. University professors tend to teach the way that they were taught, primarily using lecture and written examinations. Many times this results in teaching and learning at only the lowest levels of thinking, knowledge and recall. This article provides ideas for developing frameworks for analyzing both the instruction and the assessment of university courses. Strategies are presented for university professors to analyze the instruction in their courses and the assessment techniques they are using. Suggestions are given for expanding the thinking levels of the students and promoting higher order thinking. In addition, ways of improving the variety and range of instructional techniques and assessments are presented.

Keywords: Education, Pedagogy, Instructional Strategies, University Teaching

International Journal of Interdisciplinary Social Sciences, Volume 3, Issue 3, pp.187-192. Article: Print (Spiral Bound). Article: Electronic (PDF File; 521.306KB).

Dr. Linda Sanders

Associate Professor, Education, Auburn University Montgomery, Montgomery, Alabama, USA

Dr. Sanders is an Associate Professor in the School of Education at Auburn University Montgomery, Montgomery, Alabama, USA. She teaches Secondary Education and Foundations of Education Courses, such as Principles of Teaching in Middle and Secondary Schools, Measurement and Evaluation in Teaching, and Child and Adolescent Growth and Development.


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