Assessment of ELLs’ Critical Thinking Using the Holistic Critical Thinking Scoring Rubric

Abstract

A significant proportion of students entering international colleges in Thailand lack both the English language skills and critical thinking skills necessary for them to succeed in higher education. The ability to think critically has been correlated with successful reading comprehension and grade point average (GPA); however, many high schools in Thailand fail to develop this ability. This paper is part of an ongoing investigation into the use of Facione’s Holistic Critical Thinking Scoring Rubric to assess the critical thinking skills of students enrolled in an intensive English program for students entering a Thai university. Students’ critical thinking was assessed at the beginning and end of a 10-week term, during which students received explicit instruction on critical thinking. Some students evidenced measurable improvements over the term, and the rubric seems appropriate for future use. As critical thinking has been linked with academic success, this topic is relevant in diverse contexts.