Abstract:

The article reveals the possibilities of a teacher to develop critical thinking skills of students through role-based peer assessment in the classroom.

 Critical thinking is one of the key skills of the 21st century to successfully adapt to a rapidly changing reality. The study is devoted to the issues of the influence of role-based peer assessment on the development of critical thinking skills in 7th grade students. The teachers defined the research question: "How does role-based peer assessment in groups increase the level of critical thinking of students in the classroom?"

Critical thinking is thinking based on cognitive skills [1].

It is important for students aged 12-13 to be able to critically evaluate not only their own actions, but also the actions of their classmates.

Conclusion: critical thinking is the basis for independent analysis of information, argumentation of one’s own thoughts and justification of decisions in a constructive dialogue.

LS teachers focused on ways to assess students' critical thinking. They used different methods to collect quantitative data on students' critical thinking (confirmatory and corrective levels).

We came across the definition of "critical thinking" in the works of D. Dewey, H.J. Ruminski, B.N. Moore, R. Parker, W.E. Hanks, D. Halpern, S.L. Rubinstein, L.S. Vygotsky, I.V. Mushtavinskaya, S.I. Zair-Bek and other researchers. The most interesting to us was the opinion of Diana Halpern, who believes that the development of critical thinking skills in students allows for the development of "living knowledge" that is necessary for a literate person in the 21st century [2, 41].

In the framework of the study, the works of the following researchers were of great interest: Bayramov A.S., Lipkina A.I., Kudryavtseva E.V., Lerner I.Ya., Skatkina M.N., A.Crawford, E.W.Saul, S.Mattews, J.Makinster and others.

Using the test of A.S. Bayramov, a survey of students was conducted to identify the constant and corrective levels of critical thinking of students in the experimental and control classes [3].

Many studies are devoted to assessing the quality of students' academic achievements. However, there are fewer scientific studies on peer assessment as an element of formative assessment.

The authors Golovintseva V.V., Golovanova V.I., Melnikova Yu.G. believe that without assessment, student progress in mastering new knowledge, skills and abilities is impossible and propose the introduction of criteria-based assessment as a solution [4, 5].

Researcher Vilkova L.V. believes that formative assessment, consisting of self-assessment and mutual assessment, is capable of implementing modern assessment requirements. The ability to think critically, make decisions, assess the strengths and weaknesses of the interlocutor is necessary in work, education, life, and mutual assessment appears as a means by which this can be taught [5, 123]. This topic is little studied in our school, so it is important for us.

Kazakhstani teacher Mirseitova S., who stands at the origins of the development of critical thinking in Kazakhstan, believes that the development of critical thinking skills requires the creation of an appropriate environment in the classroom, based on the works of A. Crawford, E.W. Saul, S. Matthews, J. Mackinster [6, 16]. The results of our study prove that one of the effective methods of creating an appropriate environment is the implementation of role-based peer assessment with a combination of the PRES-formula tool.

We came to the conclusion that in our school, the development of critical thinking of students through role-based peer assessment was not considered as a separate problem for research. This confirms the relevance of our chosen research topic and gives us optimism to solve it and conduct research in action.

Methodology. The purpose of the LS is to study the improvement of critical thinking skills (ascertaining and corrective level) in 7th grade students through role-based mutual assessment. The object of the study is critical thinking skills (ascertaining and corrective level). The peculiarity of our school is that students begin their education from the 7th grade. At the initial stage of students' education (1 quarter) and the results of the first summative assessment for the section, we noticed a weak level of critical thinking when completing tasks on text analysis. The study involved students of the 7th grade parallel in the amount of 31 students of different age groups. 15 students did not find grounds to draw a conclusion based on the proposed text, and also found it difficult to find missing information. The study involved 31 students from two 7th grades, including 19 students aged 12 and 12 students aged 13. A control and experimental class were identified. In the experimental class, role-based peer assessment was conducted using the PRES formula. In the control class, peer assessment was conducted in the traditional format. Various methods were used in the study: quantitative and qualitative data on student responses that determined the ascertaining and corrective levels of critical thinking, as well as audio recording of student responses during peer assessment of groups. The following methods and tools were used to determine the level of students' critical thinking: • A.S. Bayramov's questionnaire for studying the development of critical thinking levels - ascertaining and corrective; • Audio recording of student responses at the peer assessment stage to analyze student responses. Focus and Research Questions. The focus group teachers formulated the following research questions during their discussion: • Can role-based peer assessment in the classroom improve students’ critical thinking skills? • How do students perceive the peer assessment process: as support or as an opportunity for development? • Can the PRES formula contribute to the development of critical thinking? Hypothesis: if the PRES formula is used in the process of peer assessment, it is possible to develop the level of critical thinking from ascertaining to corrective.

It was expected that according to the questionnaire of A.S. Bayramov, the tasks would be completed in 6-7 minutes, taking into account its average complexity, differences in the cognitive abilities and work pace of students. 10 students spent 6-8 minutes to complete the task. 5 students needed little time, from 4 to 5 minutes, 25 students spent time from 6 to 8 minutes, 1 student needed 9 minutes. Students meet the time limit. The least number of test participants completed the task in 5 minutes. Conclusion: one student with a time spent of 9 minutes has a high result, having spent on finding the reasons and eliminating errors. He has a corrective level of critical thinking. We selected students with different levels: A – high corrective level, B – average corrective level, C – ascertaining level. The PRES-formula was used as a tool for role-based peer assessment. Students were offered roles: doctor, patient, historian-statistician. Students' answers were recorded in audio format. Student A chose the role of a historian-statistician, B - the role of a doctor, C - a patient. A - demonstrated a high level of corrective critical thinking: made conclusions based on historical facts and statistical data. B - the PRES-formula helped to substantiate his point of view using simple medical knowledge, based on the text and arguments of classmates. C - we noticed a slight shift from the ascertaining level of critical thinking to the corrective one. Conclusion: the dynamics of the development of critical thinking levels in the students of the experimental class was noted, from the ascertaining to the corrective levels of critical thinking.

https://4brain.ru/blog/digest-kriticheskoe-myshlenie/ 2. Halpern D. Psychology of critical thinking. - SPb .: Piter, 2000 - 512 p. 3. Bayramov A.S. Dynamics of development of independence and criticality of students' thinking. Doctoral dissertation. Baku, 1968. 4. Golovintseva V.V. Assessment technique "Experts": methodological recommendations. Nur-Sultan, JSC "Nazarbayev Intellectual Schools" Center for Pedagogical Excellence, 2021, 44 p. 5. Vilkova L.V. Peer assessment as a factor in improving the quality of students' academic achievements // World of science. Pedagogy and psychology. 2019, No. 2, Vol. 7 / 2019, No. 2. 6. Mirseitova S. Learning as a search and search for learning. Forms and methods of developing students' critical thinking. Karaganda, 2011, 206 p.