The purpose of assessment in instruction is improvement. The purpose of assessing instruction for critical thinking is improving the teaching of discipline-based thinking (historical, biological, sociological, mathematical, etc.) It is to improve students’ abilities to think their way through content using disciplined skill in reasoning. The more particular we can be about what we want students to learn about critical thinking, the better we can devise instruction with that particular end in view.
The Foundation for Critical Thinking offers assessment instruments which share in the same general goal: to enable educators to gather evidence relevant to determining the extent to which instruction is teaching students to think critically (in the process of learning content). To this end, the Fellows of the Foundation recommend:
that academic institutions and units establish an oversight committee for critical thinking, and
that this oversight committee utilizes a combination of assessment instruments (the more the better) to generate incentives for faculty, by providing them with as much evidence as feasible of the actual state of instruction for critical thinking.
The following instruments are available to generate evidence relevant to critical thinking teaching and learning:
Course Evaluation Form : Provides evidence of whether, and to what extent, students perceive faculty as fostering critical thinking in instruction (course by course). Machine-scoreable.
Online Critical Thinking Basic Concepts Test : Provides evidence of whether, and to what extent, students understand the fundamental concepts embedded in critical thinking (and hence tests student readiness to think critically). Machine-scoreable.
Critical Thinking Reading and Writing Test : Provides evidence of whether, and to what extent, students can read closely and write substantively (and hence tests students' abilities to read and write critically). Short-answer.
International Critical Thinking Essay Test : Provides evidence of whether, and to what extent, students are able to analyze and assess excerpts from textbooks or professional writing. Short-answer.
Commission Study Protocol for Interviewing Faculty Regarding Critical Thinking : Provides evidence of whether, and to what extent, critical thinking is being taught at a college or university. Can be adapted for high school. Based on the California Commission Study . Short-answer.
Protocol for Interviewing Faculty Regarding Critical Thinking : Provides evidence of whether, and to what extent, critical thinking is being taught at a college or university. Can be adapted for high school. Short-answer.
Protocol for Interviewing Students Regarding Critical Thinking : Provides evidence of whether, and to what extent, students are learning to think critically at a college or university. Can be adapted for high school). Short-answer.
Criteria for Critical Thinking Assignments : Can be used by faculty in designing classroom assignments, or by administrators in assessing the extent to which faculty are fostering critical thinking.
Rubrics for Assessing Student Reasoning Abilities : A useful tool in assessing the extent to which students are reasoning well through course content.
All of the above assessment instruments can be used as part of pre- and post-assessment strategies to gauge development over various time periods.
All of the above assessment instruments, when used appropriately and graded accurately, should lead to a high degree of consequential validity. In other words, the use of the instruments should cause teachers to teach in such a way as to foster critical thinking in their various subjects. In this light, for students to perform well on the various instruments, teachers will need to design instruction so that students can perform well on them. Students cannot become skilled in critical thinking without learning (first) the concepts and principles that underlie critical thinking and (second) applying them in a variety of forms of thinking: historical thinking, sociological thinking, biological thinking, etc. Students cannot become skilled in analyzing and assessing reasoning without practicing it. However, when they have routine practice in paraphrasing, summarizing, analyzing, and assessing, they will develop skills of mind requisite to the art of thinking well within any subject or discipline, not to mention thinking well within the various domains of human life.
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Dr. Elizabeth Lisic. Prepare institutions to conduct scoring workshops using the CAT instrument CAT Workshop and understand what the CAT measures. Help faculty use the CAT as a model to develop applications and assessments that emphasize critical thinking in their disciplines. Individualized webinars after training to help institutions develop ...
Using a primarily case study approach, we examine quantitative data in the form of a pre-and post-Critical thinking Assessment Test (CAT) from students enrolled in one iteration of the redesign ...
Planning. The Critical-thinking Assessment Test (CAT) was developed with input from faculty across a wide range of institutions and disciplines, with guidance from colleagues in the cognitive/learning sciences and assessment and with support from the National Science Foundation. (NSF).
The CAT instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. Most of the questions require short answer essay responses, and a detailed scoring guide helps ensure good scoring reliability. The CAT instrument is scored by the institution's own faculty using the detailed scoring guide.
We are also offering online, virtual trainings to engage faculty in the evaluation of student performance on the CAT and the development of CAT Apps. If have questions about an online CAT administration or virtual trainings, please contact [email protected]. The Critical-thinking Assessment Test (CAT) was developed with input from faculty across a ...
Importance of Critical Thinking. National polls indicate over 90% of the faculty in this country think critical thinking is the. most important part of undergraduate education. Derek Bok, 2005. President Emeritus of Harvard University. Link
This project explores how the NSF funded CAT (Critical thinking Assessment Test) and its new companion CAT-Apps (Application of the CAT critical thinking skills within the discipline) can help close the loop in assessment and improvement of students' critical thinking skills. The current study explores the impact that participation in the ...
Suitability of the US developed Critical Thinking Assessment Test (CAT) for use in Palestine was assessed. The test was piloted with university students in English (n=30) and 4 questions were ...
Keywords: CAT Apps, critical thinking, c ritical-thinking assessment tests, problem - solving skills, scientific-reasoning skills, validity: content, construct, and criterion. 1. Introduction . There are numerous critical-thinking assessment tests commercially available, all with decades of use and research in support of them and
The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity, various issues with its prompts are discussed, along with significant issues with its scoring.
Within two to three years, administer the CAT in the targeted courses in order to assess instruction effectiveness. 5. Refine the language of the Critical Thinking ILO to make it more inclusive of a broader range of critical thinking skills. 6. Establish a critical thinking performance standard for the next round of institutional assessment ...
The Foundation for Critical Thinking offers assessment instruments which share in the same general goal: to enable educators to gather evidence relevant to determining the extent to which instruction is teaching students to think critically (in the process of learning content). ... Online Critical Thinking Basic Concepts Test: Provides evidence ...
The CAT instrument allows faculty to directly observe students' critical thinking and un-derstand their students' weaknesses. This activity helps moti-vate faculty to consider changes in pedagogy that might im-prove students' critical thinking skills [8]. This becomes in-creasingly important as accrediting agencies such as ABET increase ...
The CAT. In comparison, the Critical-Thinking Assessment Test would seem to. be exactly what we're looking for— entirely dedicated to testing one's. scientific-reasoning and problem-solving ...
Descriptive Statistics for Student Scores on Critical Thinking and Assessment Test (CAT) in the College of Humanities and Social Sciences for 2015-2016. College/Department . n . Min. Max. M SD . College of Humanities and Social Sciences 114 3 30 14.75 6.21 English 26 6 30 17.51 5.95 Sociology 20 4 28 13.30 6.62
The Critical-thinking Assessment Test (CAT) is a skills-based, inclusive, validated test that was developed by researchers at Tennessee Tech and funded by the National Science Foundation that ...
The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity, various issues with its prompts are discussed, along with significant issues with its scoring. The CAT's recommended use as a "model" for curricular changes, called CAT Apps, is criticized as ...
Kevin Harris, Barry Stein, Ada Haynes, Elizabeth Lisic, and Katie Leming. Tennessee Technological University. Abstract- There is increasing interest in understanding how college education contributes to the development of critical think-ing skills. The Critical thinking Assessment Test (CAT) initiated national dissemination in 2004 and has ...
Assessment of Reasoning and Communication, Reasoning Subtest, (1986). College Outcome Measures Program, The American College Testing Program (ACT) General-Content. Multi-Aspect. Open-Ended. Students produce three short essays and three short speeches, which are graded on pertinence, relevance, plausibility, reasonableness, and realism.17. Tasks ...
The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity ...
Today, you are going to take a test called The Test of Critical Thinking. How well you do on this test will not affect your grade in this class. During the next 45 minutes, you will read some short stories. After you read each story carefully, you will answer some questions. Think carefully about each possible answer and choose the best one.
Skills Evaluated by CAT Instrument. Evaluating Information. Separate factual information from inferences. Interpret numerical relationships in graphs. Understand the limitations of correlational data. Evaluate evidence and identify inappropriate conclusions. Creative Thinking. Identify alternative interpretations for data or observations.
Benefits of use of CAT to SHSU. Graders, from multiple disciplines, have incorporated CAT-like questions into their assignments. Grading sessions foster communication among faculty; Enjoy the sessions. Test reveals reading comprehension and writing deficiencies.