Critical Thinking in Authentic Assessment: An Exploration into Argumentative Writing Non-English Department in Higher Education

This research aims to thoroughly explore how authentic assessment methods, designed to emulate real-life challenges, contribute to enhancing the abilities of students to construct logical arguments, critically evaluate evidence, and articulate thoughts coherently in writing. In order to achieve the stated objective, a qualitative research design was adopted, and content analysis was utilized systematically for the examination of the quality of argument, evaluation of evidence, and logical reasoning in the argumentative writings of the observed students. The results obtained from the data analysis conducted showed that all the arguments were relevant in general discussions and added precision through the use of examples. Accordingly, the examples given provided clear insight into how each application related to the general discussions, hence each example was considered relevant in improving the understanding of the topic in question. In an effort to ensure the conducted analysis was carried out thoroughly, deep essays in the expansive coverage of the details relevant to the different aspects of the research were reviewed. Each of the essays threw forward the central contention or stance taken with strength and the support of quality evidence including concrete examples from life, findings from previous research, and case studies. As a recommendation, future research should be conducted with a specific focus on analyzing critical thinking and argumentation skill development in the students along longitudinal lines, with the primary aim of observing how the skills change with different teaching methodologies, curriculum structures, and educational interventions.