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Abstract
This article analyses the construct validity of the International Baccalaureate Diploma Programme’s Theory of Knowledge course in the light of claims that it is a course in critical thinking. After discussion around critical thinking – what it is and why it is valuable educationally – the article analyses the extent to which the course aims, assessment objectives and assessment instruments emphasise critical thinking. The article concludes with suggestions for improvement in the writing of the Theory of Knowledge guide so that it might place more emphasis on certain strands of critical thinking that are currently not developed in its structure.
Keywords Assessment, critical thinking, Theory of Knowledge, validity
References
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Author biography
Conrad Hughes is Director of Education at the International School of Geneva, where he also teaches Theory of Knowledge. He was educated in France, Swaziland and South Africa, holds a PhD in English literature from the University of the Witwatersrand and has worked in schools in France, the Netherlands and India. He has published articles in academic and educational journals as well as an English textbook, published by Pearson, for students pursuing the International Baccalaureate Diploma.
