SCC
Critical Thinking
Subcommittee
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An Outline of
Critical Thinking Skills
I. Interpret
To give meaning to, identify, or clarify something in a basic way, such as by:
- Categorizing events into a classification scheme.
- Decoding sentences in a claim.
- Identifying a web site as commercial or educational.
- Defining a concept used in an argument.
Relevant questions to ask:
- What is _____?
- Who/What were the main _____?
- How would you summarize _____?
- When did _____ occur?
- Can you list the two basic _____?
- Where does _____ occur?
- How would you define _____?
- What type of _____ is ______?
- What does the narrator say about _____?
- How would you classify _____?
- What does _____ mean?
II. Analyze
To separate something into its elements in order to determine their essential features and interrelationships, such as by:
- Examining individual components of a claim.
- Analyzing arguments into premises and conclusions.
Relevant questions to ask:
- What facts or ideas were used to support _____?
- Which statements were made to show that _____?
- Which data were collected to show that _____?
- Why did the narrator conclude that _____?
- What were the steps that led to _____?
- Why did the character choose to do _____?
- What information was most important for _____?
- Why did the researchers conclude that _____?
- How did the author justify _____?
- Why did the investigator refer to _____?
- Which type of research design was used to _____?
III. Evaluate
To assess the significance, worth, or quality of the results of an analysis according to particular rules or procedures, such as by:
- Judging the reliability of evidence for a claim.
- Appraising the soundness of an argument.
- Examining evidence to determine its reliability.
Relevant questions to ask:
- Did the author's reasons prove that _____?
- What is the importance (if any) of _____?
- What evidence would best support _____?
- What conclusions can be made from ____ evidence?
- Would type of research is best for concluding _____?
- Did the character have a good reason to _____?
- What judgement would you make about _____?
- How would one show that _____?
- What is a good way to show that _____ is reliable?
IV. Infer
To derive a reasonable conclusion from an evaluation of the results of an analysis.
- Developing plausible alternative conclusions.
- Using logic to identify the most credible conclusion.
Relevant questions to ask:
- Why did you conclude that _____?
- What might a person using a _____ approach have concluded from these data?
- What evidence would disprove your conclusion?
- Where might you look for such evidence?
- Why did you select _____ as an important reason?
- What evidence would allow you to conclude _____?
- Would you modify/reject your conclusion if _____?
- Why did you reject _____ as a credible conclusion?
V. Explain
To make something understandable or intelligible by describing the causes or reasons that account for it, such as by:
- Communicating the (tentative) conclusion.
- Presenting the rationale for this conclusion.
- Justifying the procedures used to reach the conclusion.
- Summarizing potential problems for this conclusion.
Relevant questions to ask:
- What information did you use to support your conclusion?
- Which data were most important for your conclusion?
- How did you prioritize your facts/observations?
- What is one problem for your conclusion?
- What evidence would prove your conclusion?
- Where might you look for such evidence?
- How certain are you that your conclusion is correct? Why?
- Can you elaborate on steps that led to your conclusion?
VI. Self-Regulate
Skills I-V require constant self-regulation, which refers to the act of monitoring the stages of one's thinking in order to correct and coordinate the conscious mental processes involved, thereby directing them to reach a credible conclusion.
- Self-Examination
- Self-Correction
Relevant questions to ask:
1 The skills and subskills were modified from the work of an international consensus of experts in critical thinking.1990 ERIC Document ED315-423
2 The questions were based on and modified from the following publication:
Barton, L. G. (1997). Quick flip questions for critical thinking. Dana Point, CA: Edupress.
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