- BSBCRT101A - Apply critical thinking techniques
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBCRT101A Mapping and Delivery Guide
Apply critical thinking techniques
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBCRT101A - Apply critical thinking techniques |
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| Description | This unit describes the performance outcomes, skills and knowledge required to use fundamental critical thinking skills.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions.'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Creativity and Innovation - Creative Thinking | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Examine the value of curiosity and questioning |
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| Element: Develop the habit of asking questions and wondering why |
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| Element: Contribute to answers as well as questions |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: application of a conscious process of questioning to achieve new understandings knowledge and understanding of how critical thinking and questioning impacts on individual lives, the broader community and work situations. |
Context of and specific resources for assessment | Assessment must ensure: interactions with specific challenges and situations to demonstrate the application of critical thinking (this would usually involve interactions with others). |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a candidate blog exploring different ideas and questions review of candidate response to scenarios that allow the candidate to apply critical thinking techniques to a particular life or work situation, and to demonstrate ability to portray curiosity and exploration of new concepts evaluation of candidate response to the challenge of adopting different perspectives on a situation, and ability to both develop and respond to questions from those perspectives observation of the candidate participating in a group problem-solving session oral or written questioning to assess knowledge of typical blockers to the critical thinking process. |
Guidance information for assessment | Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication skills to actively listen and to ask questions of others in a constructive way critical thinking and problem-solving skills to formulate and ask relevant questions, and come up with appropriate answers comprehension skills to interpret and distil key information of relevance to a given situation. |
Required knowledge |
different types of questions and their relevance to different situations techniques to assist in forming the habit of asking questions and taking responsibility for answers typical blockers to the critical thinking process why questions are important and the benefits of asking good questions for individuals, businesses and communities (the importance of critical thinking). |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Value of curiosity and questioning might relate to: | developing a more efficient way of doing something developing a new idea developing and improving products and services enhancing skills and career opportunities enhancing the physical environment financial benefit greater personal satisfaction improving interpersonal relationships |
Different types of questions may include questions about: | accuracy breadth clarity depth emotion fairness logic meaning precision relevance significance social engagement society style taste |
Questions of self may include: | am I being distracted by irrelevant information? are claims warranted? are there any unstated assumptions? could I do this differently or better? do I have any ideas to share about this? have I seen something that may have application here? how can I do that? how can I fix this? how long will that take? if they are doing that, could I? is this a reliable source? is this relevant to me? was I fair? what are the real facts of this situation? |
Questions of others may include: | do we have a budget? how did you come up with that? how do you feel about that? how does that work? what does it mean? why do you want me to do it like that? why do we do it like that? why is it so? |
Situations when too much wondering or questioning may be inappropriate or ineffective may relate to: | contractual agreements extreme time pressure or non-negotiable deadlines financial limitations procedures determined by laws or other regulations safety issues when others are totally closed to new ideas |
Responsibility for answering questions may involve: | acknowledging shared responsibility adopting a positive 'can do' attitude following up on practical details pro-actively seeking information suggesting a new approach talking to others about possible answers |
Key question to be answered may be determined by: | constraints of the broader context and environment overall goal - what needs to be achieved personal hopes and expectations |
Information needed to answer the question may be: | accessed by observing people already inside own head in journals, books or other printed materials in workplace documents in a hardware store on the internet with colleagues with friends or family |
Other information may be: | opinions own assumptions or those of others personal prejudice spin or public relations |
Preconceptions and assumptions may relate to: | assumptions about the way others are thinking established ways of doing things existing ideas, products and services risk aversion self-imposed limitations on what is possible |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Appraise the value of curiosity and questioning in both work and life situations | |||
| Consider how different types of questions and styles of questioning apply in diverse situations | |||
| Reflect on and wonder about issues and situations | |||
| Ask questions of self to challenge and expand individual thinking | |||
| Ask questions of others in a constructive way to seek broader knowledge and understanding | |||
| Identify situations when too much wondering and questioning may be inappropriate or ineffective | |||
| Assess the best ways to structure questions for different situations | |||
| Take responsibility for answering questions as well as for asking them | |||
| From many possible questions, determine the key question to be answered | |||
| Identify and access information needed to answer the question | |||
| Sort the facts from other information in developing a response | |||
| Check own preconceptions and assumptions and determine their validity | |||
| Reach a well-considered conclusion or answer, without ruling out more questions or further exploration | |||
| Use conclusions and answers in positive, practical and timely ways |
Forms
Assessment Cover Sheet
BSBCRT101A - Apply critical thinking techniques
Assessment task 1: [title]
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I declare that the assessment tasks submitted for this unit are my own work.
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Assessment Record Sheet
BSBCRT101A - Apply critical thinking techniques
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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