Measures Of Critical Thinking Research Articles

Validity and Reliability Testing of the International Critical Thinking Essay Test form A (ICTET-A)

This study assessed the International Critical Thinking Essay Test (ICTET-A) for inter-rater reliability, internal reliability, and criterion validity. A self-selecting sample of participants (N = 100) completed the ICTET-A and a comparison test online. We found the ICTET-A items to have moderate to good levels of inter-rater reliability, and overall excellent inter-rater consistency for total test scores. The test had good internal reliability. There was a strong correlation between scores on the ICTET-A and the comparison test. Factor analysis showed that scores were best explained with one factor, suggesting the test measures a single construct. The ICTET-A can therefore be considered a valid measure of critical thinking. Additionally, we propose a short form of the test.

The Role of Sociodemographic Factors and Reflective/Critical Thinking in the Belief of Psychological Misconceptions Among Community College Students

Misinformation has become a pervasive issue in society. In relation to human behavior and cognitive processes, psychological myths can have detrimental effects by distorting our perceptions. This study employed correlational and regression analyses with 86 community college students in Southern California to examine the relationships between sociodemographic factors, belief in psychological myths, as well as the relationship between belief strength on reflective and critical thinking measures. Correlational analyses revealed significant associations between belief in psychological myths and identification with various sociodemographic factors. Findings suggest that certain demographic characteristics may be associated with stronger inclination to believe in psychological misconceptions. There was no relationship between our measure of critical thinking and endorsement of psychological myths. Results from this study suggest a number of implications for higher education. For example, educators can design curriculum to specifically address misconceptions, foster critical thinking, and promote accurate understanding of psychological phenomena. Providing opportunities for critical thinking in higher education may be beneficial in mitigating misinformation and cultivating accurate perceptions of human behavior. Findings from the current study highlight the importance of promoting critical thinking in educational contexts to combat the spread and perpetuation of myths and misinformation, ultimately leading to a more informed and discerning society.

Academic performance and parenting styles differentially predict critical thinking skills and dispositions among primary students: Cross-sectional and cross-lagged evidence

The present research examined both critical thinking skills and critical thinking dispositions to gain a comprehensive understanding of critical thinking in primary students and the associations with academic performance and family factors including both parenting styles and family socioeconomic status. Study 1 utilized a cross-sectional design and involved 254 fifth-grade students who completed measures of critical thinking, academic performance, and family factors. Results showed that critical thinking skills were significantly associated with academic performance and parental education, and critical thinking dispositions with parental styles, parental education, and academic performance. Parenting styles accounted for a larger portion of the variance of critical thinking dispositions compared to academic performance, whereas academic performance explained the majority of the variance of critical thinking skills. These findings were further tested in study 2 which was conducted with 165 fourth-grade students assessed at two time-points separated by one year. Cross-lagged panel analyses demonstrated unidirectional associations from academic performance to critical thinking skills and unidirectional associations from parenting styles and academic performance to critical thinking dispositions. Taken together, these results provide insights into how parenting styles and school academic performance jointly explain individual differences in critical thinking among primary students.

It is not what you think it is how you think: A critical thinking intervention enhances argumentation, analytic thinking and metacognitive sensitivity

Critical thinking (CT) is an essential element of Higher Education and is central to graduate achievement and employability. This study examined the effect of an online CT intervention (developed using dual process and meta-reasoning theoretical frameworks) on Higher Education students’ attitudes about CT and their CT skills. One hundred and forty-eight participants were allocated either to an intervention or control group, assessed at pre and post-test for perceptions and attitudes towards CT, cognitive reflection, argument evaluation, and analytical writing style (via an essay writing task). The analyses results revealed a significant increase from pre- to post-intervention on all CT measures except for analytic writing style and valuing critical thinking, with the intervention group performing significantly better at post-test than the control group. It was concluded that CT can be improved with brief online interventions based on ’’how to think’’ rather than ’’what to think’’ and that attitudes and beliefs play an important part in the development of students’ CT skills.

Critical thinking development in undergraduate midwifery students: an Australian validation study using Rasch analysis

BackgroundWell-developed critical thinking skills are required to provide midwifery care that is safe, evidence-based, and woman-centred. A valid, reliable tool to measure is required the application of critical thinking in midwifery practice. The Carter Assessment of Critical Thinking in Midwifery (CACTiM) has previously been psychometrically assessed using classical methods at a single site. This study aims to further evaluate the properties of CACTiM tools using Rasch analysis in a diverse group of midwifery students and preceptors. MethodsThe CACTiM tools were completed by undergraduate midwifery students studying at three Australian universities and their preceptors. Midwifery students’ critical thinking was evaluated separately through student self-assessment and preceptor assessment and then matched. Rasch analysis was used to evaluate the validity of the tools. ResultsRasch analysis confirmed both the preceptor and student CACTiM tools demonstrated good reliability and unidimensionality. The items can differentiate between students’ ability to apply critical thinking in midwifery practice. Person reliability and item reliability were above .92 for both scales indicating excellent reliability and internal consistency. Several improvements were identified to the tools, including enhanced wording to some items, and reduction to a 5-point Likert scale. Through analysis of lower-scoring items, midwifery programs can identify curricula enhancements.ConclusionThe CACTiM student and preceptor tools are valid and reliable measures of critical thinking in midwifery practice. The tools can assess students’ critical thinking abilities and identify areas for development for individuals and across student cohorts through curricula enhancements.

Innovation of Teaching Tools during Robot Programming Learning to Promote Middle School Students’ Critical Thinking

In the digital age, robotics education has gained much attention for cultivating learners’ design thinking, creative thinking, critical thinking, and cooperative abilities. In particular, critical thinking as one of the key competencies in Education for Sustainable Development (ESD) can stimulate imagination and creation. It is of great value to explore critical thinking cultivation in robot programming learning. Therefore, this study applied different teaching tools to take the content of “making a manipulator through programming and construction” in a robotics course as an experimental context to examine the promotion of learners’ critical thinking. Before the experiment, a pre-test was conducted to measure students’ critical thinking ability. Then, all students were divided randomly into two groups: one as an experimental group with the teaching tool of Construction–Criticism–Migration (CCM) instructional design, and the other as a control group with the traditional teaching tool of demonstrate–practice instructional design. After a 6-week experiment, the measurement of critical thinking was applied as a post-test. SPSS was used to conduct an independent sample t test and one-way ANOVA to explore whether students’ critical thinking ability had improved and whether differences were found between the experimental group and the control group after the 6-week experiment. The results showed that the experimental group students’ critical thinking ability significantly improved, whereas no significant difference was found before and after the experiment for the control group. A significant difference existed between the two groups. This study provides an example of a new instructional design teaching tool for the teaching of robot programming and can provide valuable suggestions for instructors in middle schools.

Fostering Creativity and Critical Thinking in College: A Cross-Cultural Investigation.

Enhancing creativity and critical thinking have garnered the attention of educators and researchers for decades. They have been highlighted as essential skills for the 21st century. A total of 103 United States students (53 female, 24 male, two non-binary, and 24 non-reporting) and 166 Chinese students (128 female, 30 male, one non-binary, and seven non-reporting) completed an online survey. The survey includes the STEAM-related creative problem solving, Sternberg scientific reasoning tasks, psychological critical thinking (PCT) exam, California critical thinking (CCT) skills test, and college experience survey, as well as a demographic questionnaire. A confirmatory factor analysis (CFA) yields a two-factor model for all creativity and critical thinking measurements. Yet, the two latent factors are strongly associated with each other (r=0.84). Moreover, Chinese students outperform American students in measures of critical thinking, whereas Americans outperform Chinese students in measures of creativity. Lastly, the results also demonstrate that having some college research experience (such as taking research method courses) could positively influence both United States and Chinese students’ creativity and critical thinking skills. Implications are discussed.

The Double-edged Sword Effect of Leader Critical Thinking on Team Creativity

Drawing on the component model of creativity, we test the processes through which leader critical thinking might influence team creativity and the boundary conditions. We argue that two team processes necessary for team creativity, including team willingness to take risks and team information elaboration, link leader critical thinking and team creativity. Specifically, these two processes act in a paradoxical way such that leader critical thinking may reduce team creativity via decreasing team willingness to take risks, while enhance team creativity via promoting team information elaboration. In addition, we propose that these effects are contingent on leader’s use of two types of power – reward power and coercive power. In particular, leader’s use of reward power may mitigate the negative effect of leader critical thinking on team willingness to take risks, and its positive effect on team information elaboration; while leader’s use of coercive power may strengthen the negative effect of leader critical thinking on team willingness to take risks, as well as its positive effect on team information elaboration. After developing and validating the measurement of critical thinking (Study 1), we tested the hypotheses using a two-wave design with field data from a large technology company (Study 2). Our results supported all the hypotheses except for the moderating effect of leader’s use of reward power in the relationship between leader critical thinking and team information elaboration. The findings offer interesting theoretical and practical implications for critical thinking and team creativity.

Applying digital storytelling in the medical oncology curriculum: Effects on students’ achievement and critical thinking

BackgroundDigital storytelling (DST), which combines traditional storytelling with digital tools, can provide a narrative pedagogy that promotes critical thinking (CT). However, we found no previous study in medical education. Materials and methodsThe aim of the study was to investigate if DST can promote CT and, if so, which CT skills were improved. Thirty-two students participated in a non-equivalent control group pretest-posttest research study, with 16 in each group. The participants were fifth-year medical students on a hematology rotation. We compared the routine instructional method (control group) with DST (intervention group). The measures of CT used for the pre- and post-test in both groups was the Health Science Reasoning Test (HRST) and knowledge test. We also evaluated the satisfaction of the students in DST group. We used Paired and independent t-tests for comparing the mean scores. To eliminate the confounding effect of pre-test on the results of the intervention, the ANCOVA test was used. ResultsThere was no significant difference in the overall CT pretest scores (P-value = 0.51) between the control and intervention groupsbut the difference was significant for the post-test scores (P-value = 0.03). Although post-test scores showed a significant increase (P-value = 0.002) compared to pre-test scores in the intervention group, no significant increase was observed in the control group (P-value = 0.26). Most students considered that DST improved their CT, deep learning, communication skills and team-working. ConclusionsThe study demonstrated that DST promoted CT. We recommend the use of DST to promote CT in clinical education placements.

Exploring internal structure of a performance-based critical thinking assessment for new students in higher education

Critical thinking is a combination of complex cognitive skills. It is important for the successful acquisition of disciplinary skills in higher education and thus, it is a valuable competency for a new student. The complex nature of critical thinking leads to challenges for its assessment even in performance assessments such as CLA + International (Collegiate Learning Assessment). The aim with this study is to examine internal associations of a critical thinking assessment for new students in higher education. The sample consisted of 1469 first-year students in 18 higher education institutions in Finland. An open-ended performance task and multiple-choice tasks were used to assess six measures of critical thinking, namely analysis and problem solving, writing effectiveness, writing mechanics, scientific and quantitative reasoning, critical reading and critiquing an argument. Exploratory and confirmatory factor analyses were used to analyse the data. A latent component indicated by the measures derived from the performance task was identified. The measures derived from the multiple-choice tasks did not form a factorial structure. Multiple-choice questions are problematic in critical thinking assessment as they focus on individual skills instead of holistic use of skills. Implications for assessment development and higher education are discussed.

Determinant factors of partisans’ confirmation bias in social media

Partisans are more likely to be motivated by a desire to justify their political opinion which is called as confirmation bias. This research aimed to investigate the determinant factors of confirmation bias among college students who actively obtained political information in social media. All participants were associated with a student organization of particular political ideologies. The determinant factors of confirmation bias under investigation were critical thinking, consisting of two dimensions—i.e., critical openness and reflective skepticism; authoritarian personality; collective entitlement; and political preference. A confirmation bias scale pertaining to media reporting was specifically constructed for the purpose of this study. The measurement of critical thinking, authoritarian personality, and collective entitlement utilized existing instruments. The sample in this study was 95 students with various political ideologies. Hierarchical multiple regression analysis was conducted to analyze the data. The current study results demonstrated that critical openness, collective entitlement, and authoritarian personality were predictors of confirmation bias. Meanwhile, reflective skepticism and political preference were not significant predictors. The findings could be the building blocks for developing an intervention to increase digital citizenship awareness by open-mindedness to reduce confirmation bias among social media users

The effect of Daniel's model on the development of critical thinking in the subject of Arabic language among students of the College of Management and Economics

This research aims to identify the impact of Daniel's model on the development of critical thinking. In order to achieve this objective, the following hypotheses are formulated:
 
 There is no statistically significant difference at the significance level (0.05) between the average differences in the post-test scores of the experimental group taught according to Daniel's model and the control group taught according to the traditional method in the measure of critical thinking. 
 There is no statistically significant difference at the significance level (0.05) between the average differences in the pre- and post-tests scores of the experimental group taught according to Daniel's model in the measure of critical thinking.
 
 The current research is limited to a sample of the first stage students in the department of statistics, College of Management and Economics, Baghdad University for the academic year 2019-2020. The California critical thinking test is applied in the post-test to the control group, which consisted of (47) students, and the experimental group, which consisted of (44) students. After using T-test for two independent and related samples, the results show that:
 
 There is a statistically significant difference between the average of the scores of the two research groups in favor of the experimental group. Therefore, the null hypothesis rejected and the alternative hypothesis is accepted that there is a statistically significant difference between the average of scores of the experimental and control groups in the post-test of critical thinking.
 There is a statistically significant difference between the average of scores of the experimental group students in the pre- and post-tests of the creative thinking. This refers to a development in the critical thinking among the students of the experimental group.
 
 In the light of the results, a number of conclusions, recommendations and suggestions are presented at the end of this research.

A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students

Purpose The purpose of this study was to investigate the effect of the supervision-questioning-feedback (SQF) model of supervision on critical thinking in graduate students studying speech-language pathology. The researchers hypothesized that students who were provided with the SQF model of supervision would score higher than students who received the non-SQF (NSQF) style of supervision on the selected critical thinking measures. Method Seventeen out of 24 first semester graduate students in speech-language pathology completing their on-site university-based clinical practicum experience consented to participate in the study. Of the 17 participating first semester students, 9 were randomly assigned to 1 of 3 SQF trained supervisors, and the other 8 were randomly assigned to 1 of 2 NSQF trained supervisors for the duration of 1 semester. Additionally, 3 out of 24 fourth semester graduate students completing their off-site externship experience and their supervisors consented to participate in the study. Four additional study participants served as independent SQF-trained raters charged with the task of analyzing video recorded student-supervisor conferences to determine whether the SQF model of supervision was being implemented. Prior to and at the conclusion of the clinical experience, all participating students completed two measures of critical thinking: (1) California Critical Thinking Skills Test (CCTST) and (2) two Simucase® clinical simulations. At the conclusion of the clinical experience, seventeen out of 20 participating students (11/12 SQF students and 6/8 NSQF students) completed a post-survey rating their supervisory experience . Results For participating first semester students, there were no overall statistically significant differences between SQF and NSQF groups as measured by pre to post completion of (1) CCTST (p=.544) and (2) two Simucase® clinical simulations (p=.781). The 3 participating fourth semester students who received the SQF model of supervision also showed no statistically significant differences on pre to post completion of the (1) CCTST (p=.827) and (2) two Simucase® virtual cases (p=.879). Results from SQF ratings revealed variability in the implementation of the SQF model across supervisors with a moderate level of inter-rater agreement. Results from post surveys completed by students showed that students preferred the SQF model of supervision over the NSQF model (p=.044). Conclusion Results from this preliminary study indicated that the SQF model did not influence the overall outcomes on the selected critical thinking measures. Student preference for the SQF model may support existing evidence that learning clinicians want to be actively engaged in the supervisory process. There were several limitations to this study including the small sample size, variability in the implementation of the SQF model across supervisors, sensitivity of the selected critical thinking measures, and timing of post-intervention procedures. Further investigation of the effects of SQF on students’ critical thinking is warranted.

ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

The factorial validity of the Cornell Critical Thinking Tests: A multi-analytic approach

An unresolved issue in the measurement of critical thinking is the underlying factor structure of available instruments. The Cornell Critical Thinking Tests Level X (Ennis, Millman, & Tomko, 2005) is a widely used assessment of critical thinking in educational settings for students in grades 4−14. Perhaps due to the scale’s intentional complex factor structure with overlapping dimensions, there is surprisingly limited empirical evidence available on its dimensionality to guide score-based decisions. Based on elementary student data (N = 2265), we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and exploratory structural equation modeling (ESEM) to examine the instrument’s factor structure and compare results across procedures. ESEM yielded an interpretable factor solution that demonstrated measurement invariance across independent samples, whereas EFA and CFA procedures resulted in substantial item reduction and fewer interpretable factors. Implications for research on critical thinking assessment are discussed.

Measurement of critical thinking in physics: the identification of students’ critical thinking skill through the work report on momentum conservation?

This study aims to measure students’ critical thinking skills through the ability to make practical work reports. The method used is qualitative descriptive method in the form of critical thinking skills through assessment of student work reports and questionnaire data. Rubric that used to measure students’ critical thinking skills with 10 indicators: clarity, accuracy, precision, consistency, relevance, strength, reason, depth, breadth and fairness. The study sample was 34 students. The results showed that students’ critical thinking skills through work reports were still 17.6% of students already had very high critical thinking skills, 58.82% had moderate critical thinking skills and as many as 23.53% students have weak critical thinking skills. Students have a high category in the breadth. Then clarity, accuracy, precision, consistency, and relevance have a moderate and evidence has a weak. The results of the student and teacher questionnaires about the application of practicum also stated that before practicum students were still sometimes given time to conduct preliminary studies.

Developing a rubric to assess critical thinking in a multidisciplinary context in higher education

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university.
 
 How to cite this article: 
 BHUTTA, Sadia Muzaffar; CHAUHAN, Sahreen; ALI, Syeda Kausar; GUL, Raisa; CASSUM, Shanaz; KHAMIS, Tashmin. Developing a rubric to assess critical thinking in a multidisciplinary context in higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 6-25, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=69&path%5B%5D=34
 
 This work is licensed under the Creative Commons Attribution 4.0 International License.
 To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Improvement in university students’ critical thinking following a strategic thinking training program

Today's experts believe that critical thinking is a major output in higher education and teaching thinking is a basic point to learning. The aim of this study was to explore whether a strategic thinking training program could improve student’s scores on a standardized measure of critical thinking. Sixty-six students aged between 20 and 35 were tested at their college on before the program CCTST and CCTDI. Thirty-nine of these students volunteered to be randomly allocated to the strategic thinking or control group. Students in the strategic thinking group received a strategic thinking training program, but not the students in the control group. The experimental and control groups were then re-tested on CCTST and CCTDI at after the intervention. Students in the strategic thinking group significantly improved their critical thinking skill and critical thinking disposition scores compared to the control group. On average, we observed no group differences between the strategic thinking and control groups. These results have important implications for implementing a strategic thinking training program to protect students from a decrease in critical thinking skill and critical thinking disposition during the achievement of educational goals.

Measurement of critical thinking, clinical reasoning, and clinical judgment in culturally diverse nursing students - A literature review.

Measurement of critical thinking, clinical reasoning, and clinical judgment in culturally diverse nursing students - A literature review.

Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.