Building questions to assess critical thinking competence in teaching reading comprehension

Abstract

Based on determining the relationship between reading comprehension questions (S. Toulmin’s argumentation model), Bloom’s taxonomy, and critical thinking, the article identifies principles and processes for building a system of questions to assess critical thinking competence in teaching reading comprehension associated with the characteristics of text types. The questions are illustrated through literary texts with the genre of short story. This research results can be used to continue to build assessment rubrics and propose measures to develop critical thinking competence in teaching reading comprehension.