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The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking skills, how they can be developed, and how they can be assessed, thereby enabling business schools to graduate students who can think effectively. The article begins by reviewing major conceptual perspectives on higher order thinking and how related skills have been assessed in higher education. It then provides an account of business student thinking skills that highlights the role of thinking-relevant knowledge and the need to have students integrate and apply their thinking skills in practical situations. After explaining how the business school context and thinking skills content shape assessment efforts, the article identifies shortcomings in how business students are being taught to think, shortcomings that persist in part because of deficiencies in assessment practices. It proposes ways of improving the teaching and assessment of thinking in business schools.

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners' activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

Introduction / Michael D. Mumford and Cory A. Higgs -- Intelligence and leadership / John Antonakis, Dean Keith Simonton and Jonathan Wai -- Leadership and information processing : a dynamic system, dual-processing perspective / Robert G. Lord -- Uncertainty and problem-solving : the role of leader in information gathering strategies / Jay J. Caughron, Teresa Ristow and Alison L. Antes -- Are satisfied employees productive or productive employees satisfied? : how leaders think about and apply causal information / David R. Peterson -- Thinking about causes : how leaders identify the critical variables to act on / Michael D. Mumford, Cory A. Higgs, Erin Michelle Todd and Samantha Elliot -- Leaders' shifts in attention during an organizational crisis : longitudinal evidence of responses to a crisis within a top management team / Ian A. Combe and David J. Carrington -- Creative problem solving : processes, strategies, and considerations for leaders / Kelsey E. Medeiros, Belinda C. Williams and Adam Damadzic -- Seeing the future through the past : forecasting skill as a basis for leader performance / Michael D. Mumford, Mark Fichtel, Tanner Newbold, Samantha England and Cory A. Higgs -- Leader decision making capacity : an information processing perspective / Shing Kwan Tam, Dawn L. Eubanks and Tamara L. Friedrich -- Making sense of leaders making sense / Peter Gronn -- Leaders, teams, and their mental models / Jensine Paoletti, Denise L. Reyes and Eduardo Salas -- Leader social acuity / Stephen J. Zaccaro and Elisa M. Torres -- Leadership and monitoring skills / David V. Day, Ronald E. Riggio and Rowan Y. Mulligan -- Wisdom, foolishness and toxicity in leadership : how does one know which is which? / Robert J. Sternberg -- Index -- .

Critical thinking is emphasized as a desirable and important ability across disciplines, occupations, governments, and cultures. Experts describe critical thinking as a collection of individually quantifiable skills that should be directly trained; however, existing interventions for improving critical thinking skills can be time consuming. Equivalence-based instruction reliably yields rapid and efficient acquisition of a variety of academic skills. The ability to identify logical fallacies was selected as a subset of critical thinking skills and compared across 30 college undergraduates who received either equivalence-based instruction, self-instruction, or no instruction in a pretest-train-posttest group design. Equivalence-based instruction resulted in greater mean score increases with shorter instructional duration than self-instruction and no instruction; however, mean session length and Ennis-Weir Critical Thinking Essay Test scores did not differ between groups.

Critical thinking is emphasized as a desirable and important ability across disciplines, occupations, governments, and cultures. Experts describe critical thinking as a collection of individually quantifiable skills that should be directly trained; however, existing interventions for improving critical thinking skills can be time consuming. Equivalence-based instruction reliably yields rapid and efficient acquisition of a variety of academic skills. The ability to identify logical fallacies was selected as a subset of critical thinking skills and compared across 30 college undergraduates who received either equivalence-based instruction, self-instruction, or no instruction in a pretest-train-posttest group design. Equivalence-based instruction resulted in greater mean score increases with shorter instructional duration than self-instruction and no instruction; however, mean session length and Ennis-Weir Critical Thinking Essay Test scores did not differ between groups.

The paper deals with the author's experience in the field of students' algorithmic thinking skill building and improving. He describes his interpretations of data collected at the Faculty of Military Technology, University of Defence, Brno, Czech Republic. The author assumes that the validity of his findings (outcomes) is wider than his faculty environment and used approaches can inspire the academic staff who is interested in the described problem area.