The purpose of this program is to gauge if students from the University of Tennessee are equipped with the basic skills necessary to make them fully participating citizens in Tennessee and the world.
Finally, the CCTST consists of 34 multiple-choice questions (MCQs) and measures CT according to the core skills of analysis, evaluation and inference, as well as inductive and deductive reasoning.
As addressed above, the MCQ-format of these three assessments is less than ideal – problematic even, because it allows test-takers to simply guess when they do not know the correct answer, instead of demonstrating their ability to critically analyse and evaluate problems and infer solutions to those problems (Ku, 2009).
recognising the use of pervasive or misleading language), argumentation (e.g.
recognising the structure of arguments, how to examine the credibility of a source and how to judge one’s own arguments), judging likelihood and uncertainty (e.g.
Most definitions, though worded differently, tend to agree with this perspective – it consists of certain dispositions, specific skills and a reflective sensibility that governs application of these skills.
That’s how it’s defined; however, it’s not necessarily how it’s been defined. So, the question is, are these CT measures really measuring CT?As my previous articles explain, CT is a metacognitive process consisting of a number of sub-skills and dispositions, that, when applied through purposeful, self-regulatory, reflective judgment, increase the chances of producing a logical solution to a problem or a valid conclusion to an argument (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014).For example, the WGCTA consists of 80 MCQs that measure the ability to draw inferences; recognise assumptions; evaluate arguments; and use logical interpretation and deductive reasoning (Watson & Glaser, 1980). The CCTT consists of 52 MCQs which measure skills of critical thinking associated with induction; deduction; observation and credibility; definition and assumption identification; and meaning and fallacies. Assessing students’ critical thinking performance: Urging for measurements using multi-response format. There are various extant CT measures – the most popular amongst them include the Watson-Glaser Critical Thinking Assessment (WGCTA; Watson & Glaser, 1980), the Cornell Critical Thinking Test (CCTT; Ennis, Millman & Tomko, 1985), the California Critical Thinking Skills Test (CCTST; Facione, 1990a), the Ennis-Weir Critical Thinking Essay Test (EWCTET; Ennis & Weir, 1985) and the Halpern Critical Thinking Assessment (Halpern, 2010). Critical thinking ability and disposition as factors of performance on a written critical thinking test. It has been noted by some commentators that these different measures of CT ability may not be directly comparable (Abrami et al., 2008). In my last post, I discussed the nature of engaging the critical thinking (CT) process and made mention of individuals who draw a conclusion and wind up being correct.But, just because they’re right, it doesn’t mean they used CT to get there.applying relevant principles of probability, how to avoid overconfidence in certain situations) and problem-solving (e.g. identifying the problem goal, generating and selecting solutions among alternatives).