Critical thinking assessment

Ennis, Robert H.

doi:10.1080/00405849309543594

Cited by 735 publications

(631 citation statements)

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“…Instruction produces a series of changes in the thinking process that may be difficult to detect with a multiple-choice format. It seems that the best way to evaluate thinking is through open questions, in which students have to justify their point of view (Ennis, 2003). Nevertheless, and for this reason they are less frequently used, such tests are much more costly to correct.…”

Section: Discussionmentioning

confidence: 99%

“…It may be that our instruments were flawless as regards their psychometric characteristics but were unable to detect the change; that is, they were insensitive to it. In fact, some authors (Ennis, 2003;Govier, 1987) have reported that multiple-choice tests might not be the ideal way to evaluate thinking. Instruction produces a series of changes in the thinking process that may be difficult to detect with a multiple-choice format.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of Halpern's “Structural Component” for Improving Critical Thinking

Nieto

Saiz

2008

Span. J. Psychol.

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Halpern (1998) proposed a four-component model for promoting the transfer of critical thinking. One of them, the "structural component," focuses on how to organize teaching so that critical thinking skills can be generalized. Here, we assess the efficiency of that type of organization. Thus, one group of university students received instruction following the suggestions specified in that component and their performance was compared with that of other university students who received instruction in the same skills but using a different procedure, and with that of a control group. In comparison with the control group, the performance of both instructed groups was better after training. However, no significant differences were observed between either instruction group; both forms of instruction afforded very similar results. Keywords: critical thinking, instruction, reasoning, decision-makingHalpern (1998) propuso un modelo de cuatro componentes para promocionar la transferencia del pensamiento crítico. Uno de ellos, el "componente estructural", se centra en cómo organizar la enseñanza para que las habilidades del pensamiento crítico puedan generalizarse. En este trabajo, evaluamos la eficiencia de este tipo de organización. Así, un grupo de estudiantes universitarios recibieron instrucción siguiendo las sugerencias especificadas en ese componente y su ejecución se comparó con la de otro grupo de estudiantes universitarios que recibieron instrucción en las mismas habilidades pero usando un procedimiento diferente, y con la de un grupo control. En comparación con el grupo control, la ejecución de ambos grupos instruidos fue mejor después del entrenamiento. Sin embargo, no se observaron diferencias significativas entre los dos grupos de instrucción; ambas formas de instrucción produjeron resultados muy similares. Palabras clave: pensamiento crítico, instrucción, razonamiento, toma de decisiones

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluation of Halpern's “Structural Component” for Improving Critical Thinking

Nieto

Saiz

2008

Span. J. Psychol.

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“…Most of the available CT tests use forced-choice item formats. However, it is usually recommended that either a combination of both forced-choice and The tests are aimed at measuring general CT skills and when these items were prepared, the authors used contents from a variety of real world situations that test takers are presumed to be already familiar with constructed-response, or constructed-response items only are used to measure CT skills (Ennis, 1993;Halpern, 2010;Norris, 1989). It is argued that forced-choice items do not directly and efficiently test for significant CT features, such as drawing warranted conclusions, analyzing arguments, and systematically solving problems (Norris, 1989).…”

Section: Methods Planning and Development Of The Ctem Testmentioning

confidence: 99%

“…It is possible to mention the focus of all the other existing domain-general CT tests, and one can reasonably conclude that all the domain-general CT tests are diverse in terms of their formats, scope, and psychometric characteristics. Such variations in CT tests have made the assessment of CT problematic and contentious (Ennis, 1993;Pascarella & Terenzini, 2005). Overall, much of the CT literature associates CT with certain mental processes (such as reasoning, analyzing, predicting, etc.…”

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confidence: 99%

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Tiruneh

Cock

Weldeslassie

et al. 2016

Int J of Sci and Math Educ

193

111

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Although the development of critical thinking (CT) is a major goal of science education, adequate emphasis has not been given to the measurement of CT skills in specific science domains such as physics. Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the development and validation of a test designed to measure students' acquisition of CT skills in electricity and magnetism (CTEM). The CTEM items were designed to mirror the structural components of items identified in an existing standardized domain-general CT test, and targeted content from an introductory Electricity and Magnetism (E&M) course. A preliminary version of the CTEM test was initially piloted on three groups of samples: interviews with physics experts (N = 3), student cognitive interviews (N = 6), and small-scale paper and pencil administration (N = 19). Modifications were made afterwards and the test was administered to a different group of second-year students whose major was mechanical engineering (N = 45). The results showed that the internal consistency (Cronbach's α = .72) and inter-rater reliability (Cohen's kappa = .83) of the CTEM test are acceptable. The findings overall suggest that the CTEM test can be used to measure the acquisition of domain-specific CT skills in E&M, and a good basis for future empirical research that focuses on the integration of CT skills within specific subject matter instruction. A broader CT assessment

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“…For example, McPeck (1981) considered skills and propensity; Ennis (1989Ennis ( , 1993, abilities and disposition; Facione, Sánchez, Facione and Gainen (1995), skills and disposition. In particular, Facione, Sánchez, Facione and Gainen described the disposition to think critically as "a characterological profile, a constellation of attitudes, a set of intellectual virtues, or ... a group of habits of mind" (p. 1).…”

mentioning

confidence: 99%