Assessment of Skills/Abilities

Teachers can use the skills breakdown lists on the following pages as checklists to assess student progress. Each ability described on the following pages has a list of key skills which students must master before they can demonstrate the ability. The accompanying questions can be used to assess student performance in the skills. By using the key skills, teachers will be able to assemble data that can be used to monitor student progress. Checklists and rating scales are particularly suited to recording student information in this area.

Note to Teachers:

Refer to the Activity Guide for a detailed discussion of how to teach the above skills. Also you will find in the Student and Teacher Information Sheets more information on the description and application of these skills.

An Overview of the Fundamental Concepts Used in the Processes of:

Dialectical Research
Research - A search for facts or truth through the processes of inquiry and investigation.
Reality - That which exists in fact; the true state of affairs.
Viewpoint - Research may begin from a number of different viewpoints depending upon the purpose of the research:

Questions/problems - It may begin as an attempt to find the answer to a question or to solve a problem.
Choice - It may be an attempt to analyze available alternatives.
Hypothesis - It may start with the intent of confirming or disconfirming an hypothesis.
Moral Claim - Finally, it may begin with the need to analyze the consequences of a moral claim.

Thesis - A proposition or statement about an aspect of reality which has to be examined to determine its factual and moral validity.
Factual tests - Evaluating the relationship of a thesis to reality by systematically examining its effect on different situations.
Moral tests - Examining the moral consequences of a thesis using the:

new cases test;
role exchange test; or,
universal consequences test.

Conclusion - Depending upon the initial purpose of the research the conclusion might be:

acceptance of a thesis;
rejection of one or both theses; or,
modification of the theses.

Judgment - In the case of a research where there are competing and ambiguous conclusions, the researcher may have to judge whether:

the theses are inadequate and should be rejected;
the theses investigated are true even though they are contradictory; or,
the theses can be modified and synthesized in some way.

Dialectical Communication
Communication - Exchanging information, usually through talking or writing.
Reality - That which exists in fact; the true state of affairs.
Viewpoint - Effective communication begins by defining viewpoints which are determined by the purpose of the communication:

Questions/problems - It may begin as an attempt to explain or analyze a question or a problem.
Choice - It may be an attempt to examine available alternatives.
Hypothesis - It may start with the intent of confirming or disconfirming an hypothesis.
Moral Claim - Finally, it may begin with the need to explain the consequences of a moral claim.

Thesis - A proposition or statement about an aspect of reality that has to be proved or maintained against the objections of those who have a different view of reality.
Argument - A logically arranged set of facts and reasons used to support a thesis. The argument will consist of:

Factual tests - Evaluating the relationship of a thesis to reality by systematically examining its effect on different situations.
Moral tests - Systematically examining the moral consequences of a thesis using the:

new cases test;
role exchange test; or,
universal consequences test.

Conclusion - Evaluating the arguments supporting the theses being examined in order to determine whether the arguments should be accepted, rejected, or modified.
Judgment - Where there are the competing and ambiguous conclusions, the writer may have to judge whether:

the theses are inadequate and should be rejected;
the theses investigated are true even though they are contradictory; or,
the theses can be modified and synthesized in some way.

Concept Map

A Conceptual Comparison of the Processes of Dialectical Research and Communication

Dialectical Evaluation

Key Skills of Dialectical Evaluation	Questions to Appraise Dialectical Evaluation
The student will be able to:
gather information;	Has the student used a variety of techniques to gather information (research, brainstorming, discussion, etc.)? Has the student organized the information (concept webs, analytical grids, etc.) so that it can be interpreted?
define the issues within the information;	Has the student looked within the gathered information for patterns which suggest what the issues are? Has the student defined the issues clearly and concisely?
define relevant view points for each issue;	Has the student determined the viewpoints for each issue? Has the student identified the underlying value claims for each point of view?
test the view points for factual accuracy;	Has the student created syllogisms in which s/he: uses the view points as the major premise? looks for facts which would form the minor premise in the syllogism? considers whether the facts of the minor premise do or do not support the major premise? and, determines what might be a valid conclusion that could be made about the view point?
moral test the viewpoints;	Has the student applied the moral tests of role exchange, new cases, and universal consequences to each viewpoint in order to determine its moral validity? Has the student based her/his conclusions about the moral validity of each viewpoint on the most demanding of the moral tests in that situation?
evaluate the factual and moral testing; and,	Has the student considered how well each value judgment was supported by the factual and moral testing process?
form a judgment about the issues.	Has the student formed a judgment on the issue that is a logical and defensible extension of the student's evaluation process?

Moral Testing

Key Skills of Moral Testing Questions to Appraise Moral Testing

The student will be able to:

determine whether a moral choice is involved in an issue the student faces;
Has the student:

determined whether the problem, issue, or decision involves questions of honesty, the treatment of other people, acting responsibly, etc?
indicated that s/he understands these are moral choices about right and wrong?
determined whether the choices being made are good for others as well as for him or her personally?

establish a systematic evaluative process in order to determine whether a proposed course of action is morally acceptable;
Has the student:

clearly defined the critical parts of the situation about which a moral choice is being made?
made a preliminary choice for a course of action?
clearly laid out the reasons for the choice?

determine the moral validity of the proposed approach by applying the moral tests;
Has the student:

sought out all information about the effect of his/her proposed actions on others?
tested the moral reasoning s/he is using and rejected it if it is faulty?

the new cases test,

Is the student willing to:

ask whether the same course of action could be applied to other similar situations?
accept that if the action is not morally acceptable in another case, then it is not acceptable in the first situation?
look at other moral tests for further confirmation if s/he finds that the value claim is acceptable in a new case?

the role exchange test,

Is the student willing to:

imagine the effect of his/her actions on another person?
imagine how s/he would react if s/he were in this situation?

Does the student understand that:

another person might not accept everything s/he accepts?
the issue is not whether s/he "likes" the treatment but whether the treatment is right for everyone?
when the treatment for another person is clearly "needed" (by passing all moral tests) even though the individual may not "want" the treatment, then the choice may be carried out? (children not "wanting" to take the bad tasting medicine they "need".)
if the value claim has passed the role exchange test then s/he is ready to move to the next test?

the universal consequences test, and

Is the student willing to:

imagine what the consequences would be if everyone carried out the proposed action?
accept that an action is not acceptable if the consequences of acting upon it are unacceptable?
accept that if it is wrong for everyone to take the proposed action, then it is wrong for anyone to take that action?

select the most morally defensible course of action given the circumstances.
In the process of evaluation has the student:

reconsidered the proposed action if it fails any of the four tests?
in selecting which of the four tests to apply, remembered that:

the most demanding test for any given situation should be applied?
not all cases apply to every situation?
the new cases, and role exchange fit well for situations where an action will have negative consequences for one or more persons?
the universal consequences test suits situations where the effect of many people performing the action will have negative consequences for others?

continued to apply the tests until the most demanding test has been applied?

Assessment of Conflict Resolution
Key Skills in Conflict Resolution	Questions to Appraise the Conflict-Resolution Process
The student will be able to:
confront the opposition to discover whether something can be done about the conflict;	Have both sides been able to express their feelings and perceptions about the conflict? Have the sides described each other's behaviour without being insulting? Does everyone involved in the confrontation want to accept responsibility for solving the conflict?
define with the opposition what the conflict is about so that misunderstandings are not taken into the conflict-resolution process;	Has the conflict been clarified so that everyone clearly understands it? Have both sides carefully examined what led to the conflict? Do both sides know what they really want and what they can give up to reach an agreement?
communicate her/his intention to cooperate with the conflict-resolution process before and during the conflict-resolution process;	Has each side indicated to the other side that it is prepared to discuss the conflict honestly and openly? Are both sides showing through their behaviour they are willing to listen and respond honestly and frankly to the other side?
examine the other person's perspective accurately and fully during the conflict-resolution process;	Have both sides listened carefully enough to the other side's position so they clearly understand it? Have both sides argued the other side's viewpoint as if it were their own? Have both sides looked at where there might be agreement and where there is disagreement?
communicate clearly and honestly any changes of positions and feelings during the conflict-resolution process; and,	Are both sides continuing to send signals they want this process to be successful? Have both sides carefully considered what is being gained and lost by continuing this conflict? Are both sides openly expressing their discomfort with behaviours and decisions as they arise?
work to negotiate an agreement that achieves a balance between the goals of both sides.	Does the agreement clearly specify for both sides: what has been agreed? how people will behave differently? how things will be corrected in the future if one side or the other breaks the deal?

Key Skills of Moral Testing	Questions to Appraise Moral Testing
The student will be able to: determine whether a moral choice is involved in an issue the student faces;	Has the student: determined whether the problem, issue, or decision involves questions of honesty, the treatment of other people, acting responsibly, etc? indicated that s/he understands these are moral choices about right and wrong? determined whether the choices being made are good for others as well as for him or her personally?
establish a systematic evaluative process in order to determine whether a proposed course of action is morally acceptable;	Has the student: clearly defined the critical parts of the situation about which a moral choice is being made? made a preliminary choice for a course of action? clearly laid out the reasons for the choice?
determine the moral validity of the proposed approach by applying the moral tests;	Has the student: sought out all information about the effect of his/her proposed actions on others? tested the moral reasoning s/he is using and rejected it if it is faulty?
the new cases test,	Is the student willing to: ask whether the same course of action could be applied to other similar situations? accept that if the action is not morally acceptable in another case, then it is not acceptable in the first situation? look at other moral tests for further confirmation if s/he finds that the value claim is acceptable in a new case?
the role exchange test,	Is the student willing to: imagine the effect of his/her actions on another person? imagine how s/he would react if s/he were in this situation? Does the student understand that: another person might not accept everything s/he accepts? the issue is not whether s/he "likes" the treatment but whether the treatment is right for everyone? when the treatment for another person is clearly "needed" (by passing all moral tests) even though the individual may not "want" the treatment, then the choice may be carried out? (children not "wanting" to take the bad tasting medicine they "need".) if the value claim has passed the role exchange test then s/he is ready to move to the next test?
the universal consequences test, and	Is the student willing to: imagine what the consequences would be if everyone carried out the proposed action? accept that an action is not acceptable if the consequences of acting upon it are unacceptable? accept that if it is wrong for everyone to take the proposed action, then it is wrong for anyone to take that action?
select the most morally defensible course of action given the circumstances.	In the process of evaluation has the student: reconsidered the proposed action if it fails any of the four tests? in selecting which of the four tests to apply, remembered that: the most demanding test for any given situation should be applied? not all cases apply to every situation? the new cases, and role exchange fit well for situations where an action will have negative consequences for one or more persons? the universal consequences test suits situations where the effect of many people performing the action will have negative consequences for others? continued to apply the tests until the most demanding test has been applied?

Assessment of Skills/Abilities

Dialectical Evaluation

Conflict Resolution