ASSESSING INDEPENDENT THINKING SKILLS IN SECONDARY SCHOOL EFL CLASSROOMS: A CEFR- BASED ASSESSMENT FRAMEWORK

The text discusses the importance of fostering independent thinking in contemporary English language education, particularly in English as a Foreign Language (EFL) classroom. It highlights that traditional assessments focus mainly on grammar, vocabulary, and reading comprehension, neglecting higher -order cognitive skills. The study introduces a CEFR-based assessment framework aimed at evaluating independent thinking among Grade 7–8 EFL learners. Using a mixe d-methods approach, it combines quantitative data from classroom performance with qualitative evidence from learner portfolios and observations. Findings indicate that assessment strategies targeting higher-order skills promote active participation and self-monitoring among learners. The study advocates for integrating independent thinking assessment into English language education as a core component.

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