Teachers need training to develop students' critical thinking skills like reasoning, creating, inquiring, and evaluating. This document discusses assessing the impact of a training course to teach these thinking skills to secondary school teachers based on student assessment scores. It argues that effective education encourages these skills and that students must be evaluated holistically to develop general knowledge and various skills, not just rote learning. Teachers require specific training to improve their classroom teaching methods to help students build these important skills.

1. Psychological impact of thinking skills, teaching training course
Assessment of the impact of ‘thinking skills teaching training course’ for secondary school
teachers based on student classroom assessment scores
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Abstract
Classroom teaching requires using up to date methods to deal with the students and paying a
lot of attention to the students. Maintaining a record of all the students along with their
achievement levels also help with the understanding of their learning curve as well as where
they need help. It is important to identify and encourage critical skills of processing,
reasoning, creating, enquiring and evaluating among students. It is a sign of effective
education and the sign of a well-informed student. To keep existing in an economy, the
student needs to stay updated and understand the current circumstances which govern the
surroundings. A student needs to be assessed to be understood and guided towards perfection.
(Wiggins, 1993)
Teaching authorities or the education authorities should take care to build up a system of
evaluation in which the student is assessed on a cumulative scale. Moreover the teacher needs
specific training which will help in the improvement of classroom knowledge delivery
process. Marking a student only on the basis of his or her rote learning skills is not all. The
curriculum which a student faces should be effectively able to help the student in developing
general knowledge, reasoning skills, analytical skills, quantitative skills, qualitative skills,
language skills as well as social skills. (Sadler, 1989)