Which method is most effective for assessing students' higher-order thinking skills during group projects?

The most effective method for assessing students' higher-order thinking skills during group projects involves observing the intellectual behaviors students exhibit. This approach provides deeper insight into the cognitive processes that students engage in as they work collaboratively. Higher-order thinking skills include the ability to analyze, evaluate, and create, which are often demonstrated through students' discussions, problem-solving strategies, and the ways they interact with each other's ideas.

By closely observing how students debate concepts, challenge one another's viewpoints, synthesize information, and develop solutions, educators can assess the depth of their understanding and the application of their knowledge in real-world contexts. These behaviors indicate not just participation but also the type of thinking that contributes to effective collaboration and learning.

In contrast, while noting the frequency of verbal interactions, recording the number of questions asked, or requiring a questionnaire can provide some information, they are not as effective for evaluating the complexity of thought processes. These methods may focus more on quantity rather than the quality of engagements and insights that emerge during critical thinking activities in group settings.