Assessment of Critical Thinking: ETS's Tasks in Critical Thinking

Erwin, T. Dary; Sebrell, Kimberly W.

doi:10.1353/jge.2003.0019

Cited by 22 publications

(17 citation statements)

References 2 publications

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“…The differences in CT between different majors in HE have been studied several times, leading to conflicting results (Arum & Roksa, 2011;Astin, 1993;Erwin & Sebrell, 2003;Gadzella & Masten, 1998;Giancarlo & Facione, 2001;Li, Long & Simpson, 1999;Terenzini, Springer, Pascarella & Nora, 1995). It is not clear from the research literature what major in HE leads to the best CT performance.…”

Section: Ct In Hementioning

confidence: 99%

“…Because the research literature shows that both students' SE and HE play an important role in several study-related variables in HE, (Astin, 1993;Bellens, 2010;Cooper et al, 2008;Deprez, 2003;Erwin & Sebrell, 2003;Gadzella & Masten, 1998;Giancarlo & Facione, 2001;Janssens & De Metsenaere, 2000;Lacante et al, 2001;Li, Long & Simpson, 1999;Smedts et al, 2011;Terenzini, Springer, Pascarella & Nora, 1995), the present study will investigate the relation between on the one hand students' CT in HE and on the other hand their prior and current education.…”

Section: The Present Studymentioning

confidence: 99%

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Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Evens

Verburgh

Elen

2013

IJHE

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Critical thinking helps students to confront a multitude of challenges they will face in their carreers and personal lives. It is therefore an important task of higher education to promote students' critical thinking. However, students do not enter higher education as a blank slate. Background characteristics of students are important in developing instruction. The present study investigates the influence of an important background characteristic, namely students' secondary education, and their current higher education programme on critical thinking in the first year of higher education. The critical thinking of college freshmen was measured by the Scipio, a test consisting of both constructed response items and forced choice items. The results indicate that (1) the growth in critical thinking during the first year of higher education is on average small, (2) students with a background in general secondary education have higher entrance performances and show more growth during the first year than students with other educational backgrounds, (3) critical thinking plays a role in the educational choice that students make when they enter higher education, and (4) students in a professional bachelor programme grow more in CT during the first year of higher education than students in an academic bachelor programme.

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Section: Ct In Hementioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Evens

Verburgh

Elen

2013

IJHE

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“…En effet, des requêtes effectuées sur différentes banques de données, dont ERIC, à partir de descripteurs tels que pensée critique [critical thinking] et [and] Kohlberg (1981) qui ne portent pas comme tel sur la pensée critique, mais bien sur le raisonnement moral, la plupart des écrits recensés s'inscrivent dans une perspective théorique et touchent aux dimensions éthiques de la pensée critique, ou à l'importance de mobiliser une pensée critique (notamment à l'école) face à des questions éthiques (Beyer, 1987(Beyer, , 1988Baron et Sternberg, 1987;Brookfield, 1997;Ciulla, 1996;Dam et Volman, 2004;Daniel, 2005;De Koninck, 2007;Elder, 1999;Ennis, 1985;Erwin et Sebrell, 2003;Halpern, 1989;Kienzler, 2001;Kurfiss, 1988;Kwak, 2007;Lipman, 2003;McLean, 2005;Norris et Ennis, 1989;Paul, Binker, et Weil, 1990;Siegel, 1988;Weinstein, 1991Weinstein, et 1993Wright, 1992).…”

Section: Entre Pensée Critique Et éThique : Aperçu Des éCritsunclassified

“…Au centre des conditions offrant aux élèves la possibilité de s'engager dans des pratiques critiques, se retrouve le processus de résolution de problèmes dits complexes, c'est-à-dire des problèmes impliquant la prise en compte de plusieurs aspects et pour lesquels il ne peut y avoir que des solutions provisoires et contextuelles (Bers, 2005;Edman, 2000;Erwin et Sebrell, 2003;Garrison, 1992;Huba et Freed, 2000;King et Kitchener, 1994;Landis et al, 2007;McLean, 2005). Dans la mesure où ils favorisent la rencontre de la diversité, ces problèmes gagnent à être résolus dans un contexte d'interaction, permettant ainsi d'obtenir une fenêtre sur les pratiques autocorrectrices des élèves, sur les croyances ou idéologies en amont des solutions proposées, de même que sur les processus de réflexion manifestés en situation de co-construction (Brookfield, 1987;Ennis, 1987Ennis, et 1993Henri, 1995;McPeck, 1990;McLean, 2005;Newman, Webb, & Cochrane, 1995;Norris et Ennis, 1989).…”

Section: De Quelques Conditions Favorisant La Mobilisation De La Pensunclassified

“…D'abord, par son caractère rationnel et relationnel, le premier en tant qu'il représente l'un des modes de la pensée critique (v.g. la pensée logique chez Daniel, 2005), le second dans la mesure où il se centre sur la communication, laquelle permet l'échange d'idées, la rencontre de la diversité et l'émergence de conflits socio-cognitifs, tous des éléments considérés comme favorisant le déploiement de pratiques critiques (Daniel, 2005;Erwin et Sebrell, 2003;Landis et al, 2007;Lipman, 2003;McLean, 2005;Sasseville, 2009). Ensuite, en tant qu'il convoque une diversité de perspectives disciplinaires et qu'il commande la recherche d'information.…”

Section: Le Recours à L'îlot Interdisciplinarité : Notes Justificativesunclassified

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Regards sur les pratiques critiques manifestées par des élèves du secondaire dans le cadre d’une réflexion éthique menée en îlot interdisciplinaire de rationalité

Gagnon

2011

mje

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Assessing critical thinking in community colleges

Bers

2005

New Drctns Community Coll

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Trudy BersCritical thinking is generally considered to be an important outcome of postsecondary education. Indeed, as Seybert (2002) notes, community colleges typically require degree-seeking students-and sometimes those pursuing a certificate-to take general education courses that include critical thinking. Rarely, however, do individual courses focus explicitly on critical thinking or carry the term in the course title. Rather, colleges often encourage or require courses in a variety of disciplines to incorporate critical thinking into learning objectives, or they may assume that across the range of courses a student takes to complete a degree she will have encountered assignments that foster and evaluate her ability to think critically.As described in other chapters in this volume, there is a long-standing and unresolved controversy over whether critical thinking is best taught in courses focused specifically on it or in discipline-based courses in which it is explicitly or implicitly taught within the disciplinary framework and using discipline-specific subject matter.Exacerbating the fact that colleges treat critical thinking differently in their curricula is the problem that it has no single accepted definition. Kurfiss (1988) asserts that three types of thinking interact in the critical thinking process: knowing the facts and concepts of the discipline, which he calls declarative knowledge; knowing how to reason, inquire, and present knowledge in the discipline, which he calls procedural knowledge; and being able to set goals, determine when additional information is needed, and assess the fruitfulness of a line of inquiry, which he calls metacognition.Taylor (2004) presents a simpler definition of critical thinking employed at community colleges: "Critical thinking is the kind of thinking that

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Assessment of Critical Thinking: ETS's Tasks in Critical Thinking

Cited by 22 publications

References 2 publications

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Regards sur les pratiques critiques manifestées par des élèves du secondaire dans le cadre d’une réflexion éthique menée en îlot interdisciplinaire de rationalité

Assessing critical thinking in community colleges

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