2013
DOI: 10.5840/inquiryct201328313
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Some Problems with the Halpern Critical Thinking Assessment (HCTA) Test

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Cited by 3 publications
(4 citation statements)
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“…Critical thinking can be characterized by a set of skills that are: i) verbal reasoning (e.g., recognizing rhetorical fallacies); ii) argument analysis (e.g., distinguishing between facts and opinions, identifying argumentation); iii) hypothesis testing (e.g., discussing on causality and explanations based on empirical information); iv) likelihood and uncertainty (e.g., evaluating odds and chances); v) decision-making and problem-solving (e.g., selecting decisions or behaviour from among plausible choices) (Halpern, 2003;Possin, 2013).…”
Section: About Critical Thinkingmentioning
confidence: 99%
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“…Critical thinking can be characterized by a set of skills that are: i) verbal reasoning (e.g., recognizing rhetorical fallacies); ii) argument analysis (e.g., distinguishing between facts and opinions, identifying argumentation); iii) hypothesis testing (e.g., discussing on causality and explanations based on empirical information); iv) likelihood and uncertainty (e.g., evaluating odds and chances); v) decision-making and problem-solving (e.g., selecting decisions or behaviour from among plausible choices) (Halpern, 2003;Possin, 2013).…”
Section: About Critical Thinkingmentioning
confidence: 99%
“…Ainsi, même si les raisonnements fallacieux (p. ex. les fausses analogies) sontau coeur des enjeux de désinformation, l'habileté à les débusquer n'est guère prise en compte : nous évaluons la part de ce facteur à seulement 6 % du score possible de la version utilisée du HCTA (12 % dans la version étudiée parPossin, 2013). Une réflexion doit donc être engagée sur les tests de mesure de la PC pour prendre en compte l'identification des logiques « fallacieuses » des sophismes (le concept de fallacies, en anglais, est probablement ce qui s'en rapproche le plus), car les étudiant•es qui ont conscience des normes épistémiques d'argumentation ont de meilleurs résultats dans les tâches de raisonnement informel sur les sophismes…”
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“…Además, se presentan preguntas, pudiendo parecer artificiales para los estudiantes y fallando en activar procesos cognitivos aplicados para la resolución de problemas en la vida real, o incluso disminuyendo la motivación para invertir esfuerzo intelectual en responder (Saíz y Rivas, 2008). El Halper Critical Thinking Assessment, si bien basa su evaluación en escenarios diarios presentados en lenguaje común, sus preguntas cerradas se valoran de manera similar a aquellas abiertas y presenta enunciados que han sido problematizados por ser muy ambiguos (Gutiérrez y Gallegos, 2019;Possin, 2013). Ninguno de estos instrumentos evalúa la competencia matemática ni utiliza las matemáticas para evaluar el pensamiento crítico, ni están dirigidos al contexto de ingeniería.…”
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