ERIC Number: EJ833393
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 0
Assessing Students' Critical Thinking Performance: Urging for Measurements Using Multi-Response Format
Ku, Kelly Y. L.
Thinking Skills and Creativity, v4 n1 p70-76 Apr 2009
The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers' underlying reasoning for choosing a particular answer, nor does it reflect test-takers' ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals' spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students' critical thinking performance.
Descriptors: Knowledge Level, Critical Thinking, Thinking Skills, Cognitive Tests, Multiple Choice Tests, Evaluation Methods, Cognitive Processes, Measures (Individuals), Feedback (Response), Student Evaluation
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
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