A Test on Critical Thinking Level of Graduating Bachelor of Accounting Students: Malaysian Evidence

Puteh, Mohd Soffi; Hamid, Fatima Abdul

doi:10.1016/j.sbspro.2014.01.658

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…Furthermore, the levels of thinking Bloom's Taxonomy are categorized into two namely low-level thinking (remembering, understanding, and applying) and high-level thinking (analysing, evaluating, and creating) (Magas et al, 2017). Furthermore, critical thinking is included in the higher-order-thinking categories (Dwyer et al, 2014;Puteh & Hamid, 2014). So, critical thinking can be measured by analysing, evaluating, and creating (Dwyer et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Saputra¹,

Joyoatmojo²,

Wardani³

et al. 2019

INT J INSTRUCTION

149

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This research aimed at examining the effectiveness of collaboration of Jigsaw and problem-based learning (PBL) model in developing students' critical thinking skills. This research exerted an experimental design using pre-experimental one group pretest-posttest. The implementation of such model collaboration was carried out in SMK Batik 1 Surakarta, Central Java, Indonesia by engaging 37 accounting students of class XI. Before and after the implementation of the twomodel collaboration, the students were given the tests of critical thinking skills which were set in the same composition. The research data were in the form of pretest and posttest scores which were analyzed by examining t-test and gain score whose calculation was assisted by SPSS 23 program. The result indicated that there was a difference between the pretest score and the posttest score with the significance level of 0,000 < 0,05. The average of pretest and posttest scores respectively referred to 48,44 and 68,93. Accordingly, the implementation of collaboration of Jigsaw and problem-based learning (PBL) model was effective in developing students' critical thinking skills. From this research finding, there was an impediment of time limitation in enacting the collaboration of the two models. This constraint happened while presenting the result of group discussion.

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Section: Introductionmentioning

confidence: 99%

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Saputra¹,

Joyoatmojo²,

Wardani³

et al. 2019

INT J INSTRUCTION

149

View full text Add to dashboard Cite

show abstract

“…Steps for Better Thinking model (Wolcott, 2011) was applied, both because it is theoretically grounded on such a developmental model and because it has also been previously applied in evaluating higher education students' critical thinking in several disciplines (e.g., Puteh & Hamid, 2014;Sungur, Tekkaya & Geban, 2006;Zygmont & Karen, 2006). Argumentative essay writing tasks were also applied, as well-developed argumentation can be seen to require similarly developed epistemic beliefs.…”

Section: Discussionmentioning

confidence: 99%

University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences

Utriainen

Marttunen

Kallio

et al. 2016

Scandinavian Journal of Educational Research

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This study investigates the quality of the critical thinking skills of applicants (n=77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant's age, previous higher education experience and matriculation and entrance examination scores. The data consist of the applicants' responses to problem-solving tasks and their matriculation and entrance examination scores. Critical thinking skills were measured with comparison and argumentation tasks. The results indicate that comparison of the texts and analysis of the arguments they contained were more difficult tasks than putting forward arguments both for and against of one's personal standpoint. In addition, previous experience of higher education predicted participants' comparison skills and their matriculation examination grades predicted their argumentation skills. The feasibility of using critical comparison tasks in the entrance examination tests is discussed.Keywords: critical thinking, argumentation, entrance examination, academic achievement, higher education 3Critical thinking and well-developed argumentation skills are commonly seen as important from the civic participation perspective (Arum & Roksa, 2011;Kuhn, 2005;Williams, Foster & Krohn, 2008), and are also regarded as key learning outcomes by higher education institutions (Halpern, 2001). Hence it is not surprising that university students' critical thinking skills have been widely studied (e.g., reviews by Pascarella & Terenzini, 2005;Niu, Behar-Horenstein & Garvan, 2013), and also that various definitions of critical thinking have been proposed. For example, Elder and Paul (2010) define critical thinking as a process of assessing and analyzing one's own thinking with the aim of improving it, whereas Ennis (1993) conceptualizes critical thinking as reasonable reflective thinking, aiming at deciding what to believe or not. These definitions highlight the importance of knowledge and its justification in conceptions of critical thinking. Ennis (2008) has labeled views of this kind as epistemic approaches to the conception of critical thinking, since they share the purpose of finding the truth or at least the closest approximation to it. In contrast to this common epistemic element is the claim that there is no unanimous definition of critical thinking (Flores, Matkin, Burbach, Quinn & Harding, 2012). Nevertheless, three common dimensions for critical thinking have been suggested, namely the ability to perform rational and reasonable thinking, the ability to see alternative viewpoints, and the ability to reflect on one's own thinking and its quality (Niu et al., 2013;Flores et al., 2012).Like the definitions of critical thinking, the research results on learning critical thinking skills as an outcome of university studies are also conflicting. In some studies, participation in higher education has been found to develop certain elements of students' critical thinking, that is, the ability to approach problems from various...

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“…There are a few studies reporting that when students did not understand the grading process, they engaged in off-task behavior. However, this behavior was partially addressed with the use of rubrics (Piscitello, 2001;Toth, Suthers, & Lesgold, 2002). One possible explanation of this is that rubrics provide meaningful assignments and assessment to the students through transparency.…”

Section: How the Use Of Rubrics Can Enhance Students' Learningmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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A Test on Critical Thinking Level of Graduating Bachelor of Accounting Students: Malaysian Evidence

Cited by 8 publications

References 3 publications

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences

Authentic Assessment Design in Accounting Courses: A Literature Review

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