Designing and implementing a test for measuring critical thinking in primary school

Gelerstein, Damián; Río, Rodrigo Del; Nussbaum, Miguél; Chiuminatto, Pablo; López, Ximena

doi:10.1016/j.tsc.2016.02.002

Cited by 56 publications

(34 citation statements)

References 35 publications

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“…Some articles (Drigas & Karyotaki, 2014;Gelerstein, Río, Nussbaum, Chiuminatto, & López, 2016;Gilbert, 2016;La Porte, 2016;Ramamuruthy & Rao, 2015) refer directly to those "4C's" as presented by the Partnership for 21 st -Century Skills (2008). Other authors, however, broaden the spectrum of skills to be included.…”

Section: It's All About Skillsmentioning

confidence: 99%

La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

Laverde

Samper

Wills

et al. 2020

Education in the Knowledge Society

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Section: It's All About Skillsmentioning

confidence: 99%

La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

Laverde

Samper

Wills

et al. 2020

Education in the Knowledge Society

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“…Most of these studies focused on assessing critical thinking (Bissell & Lemons, 2006;Ennis, 1993;Gelerstein et al, 2016;Giancarlo, Blohm, & Urdan, 2004;Gorton & Hayes, 2014;Rickles, Schneider, Slusser, Williams, & Zipp, 2013;Saadati, Tarmizi, & Bayat, 2010;Stein, Haynes, Redding, Ennis, & Cecil, 2007), creative thinking (Doppelt, 2009;Kim, 2006;Torrance, 1974) and reflective thinking (van Velzen, 2004;YuekMing & Manaf, 2014). However, as Williams (2008, 2012) noted, none of these assessments integrated all thinking skills within one test.…”

Section: Assessment Of Children's Thinking Skillsmentioning

confidence: 99%

Pupils’ Thinking Skills Development across Grade 4 - 6: An Investigation of 2096 Pupils in Mainland China Based on APTS

Zhao¹,

Wang²,

Chen³

et al. 2017

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A variety of thinking skills interventions have been implemented in schools and relative assessments emerged. However, due to inconsistencies of assessment techniques and lack of norms from large-scale samples, it remains problematic to compare the effects of various thinking interventions in general. This study aimed to investigate the current situation of thinking skills of 2096 pupils in 4 th , 5 th , and 6 th grade from six primary schools located in Beijing, Guangzhou, and Xi'an respectively. The "Assessment of Pupils' Thinking Skills (APTS)" measure developed by Burke and Williams (2012) was translated into Chinese and used as the instrument. Results demonstrated that there were significant improvements in the pupils' overall thinking skills from 4 th to 5 th grade and from 5 th to 6 th grade as well. However, the pupils' metacognitive reflection did not improve significantly from 4 th grade to 5 th grade while they increased dramatically from 5 th to 6 th grade. The pupils' definition of thinking skills and application of some thinking skills (i.e., Grouping, Finding Reasons and Conclusions, Decision Making and Problem Solving) showed the same trends as metacognitive reflection. Differentiations in thinking skills development were found when compared among schools. Reasons for these differentiations and implications for teaching thinking in primary schools were discussed.

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“…The results indicate that the test can be used to identify students who need help in improving CT skills. Gelerstein, Río, Nussbaum, Chiuminatto, & López (2016) designed and validated tests to assess students' CT skills in grades 3 and 4 in language arts lessons using graphic novels. The results of the assessment show more detailed and multidimensional student learning.…”

Section: Introductionmentioning

confidence: 99%

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

et al. 2019

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The test of critical thinking skills in specific topics in physics is still rarely. This study aimed to develop a specific test in critical thinking skills in the kinetic theory of gases (CTKTG) and also to assess the students' critical thinking skills. This study used the 4D method (Define, Design, Develop, and Disseminate). The CTKTG test was initially tested in four sample groups: interviews with an expert review (N = 3), professional physics teachers (N = 2), and graduate school students (N = 2), students from secondary schools (N = 29). The test was modified based on the revised results in the initial test. After that, the test was given to a group of students in class XI, who were science students (N = 55). The results showed that internal consistency from the CTKTG test was α = .89 (good). The implementation strategies and tactics are the most difficult aspect of critical thinking skill with a mean of 1.37 (very low) and basic classification is easiest with a mean of 2.84 (average). So, the findings showed that the CTKTG test can be used to measure students' critical thinking skills on the topic of the kinetic theory of gases.

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Designing and implementing a test for measuring critical thinking in primary school

Cited by 56 publications

References 35 publications

La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

Pupils’ Thinking Skills Development across Grade 4 - 6: An Investigation of 2096 Pupils in Mainland China Based on APTS

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

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