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ERIC Number: EJ1109287
Record Type: Journal
Publication Date: 2014-Jun
Pages: 25
Abstractor: As Provided
ISSN: EISSN-2330-8516
Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Research Report. ETS RR-14-10
Liu, Ou Lydia; Frankel, Lois; Roohr, Katrina Crotts
ETS Research Report Series, Jun 2014
Critical thinking is one of the most important skills deemed necessary for college graduates to become effective contributors in the global workforce. The first part of this article provides a comprehensive review of its definitions by major frameworks in higher education and the workforce, existing assessments and their psychometric qualities, and challenges surrounding the design, implementation, and use of critical thinking assessment. In the second part, we offer an operational definition that is aligned with the dimensions of critical thinking identified from the reviewed frameworks and discuss the key assessment considerations when designing a next-generation critical thinking assessment. This article has important implications for institutions that are currently using, planning to adopt, or designing an assessment of critical thinking.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Critical Thinking Disposition Inventory; California Critical Thinking Skills Test (College); Collegiate Assessment of Academic Proficiency; Cornell Critical Thinking Test; Watson Glaser Critical Thinking Appraisal
Grant or Contract Numbers: N/A