Keywords
Abstract
The development of students’ critical thinking competencies has become one of the central priorities of contemporary education because the quality of learning is no longer measured only by the reproduction of knowledge, but also by the ability to analyze information, compare arguments, evaluate evidence, and make reasoned decisions. In this context, summative assessment is often interpreted as a mechanism for measuring final achievement, while its developmental potential remains underused. The present article examines the scientific and theoretical foundations for developing students’ critical thinking competencies in summative assessment conditions. The study is based on a theoretical and analytical approach that synthesizes psychological, pedagogical, competence-based, and assessment-related perspectives. The article argues that summative assessment can serve not only a control function but also a formative cognitive function when it is designed around higher-order thinking tasks, transparent criteria, evidence-based judgment, and reflective procedures.
References
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