Relevant bibliographies by topics / Cornell Critical Thinking Test

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  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cornell Critical Thinking Test'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Cornell Critical Thinking Test"

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Royalty, Joel. "Undergraduates' Class Standing and Critical Thinking." Psychological Reports 75, no. 3 (December 1994): 1402. http://dx.doi.org/10.2466/pr0.1994.75.3.1402.

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After controlling for American College Test composite score and grade point average, class standing of 160 college undergraduates accounted for .02 proportion of the variability in scores on the Cornell Critical Thinking Test.
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French, Brian F., Brian Hand, William J. Therrien, and Juan Antonio Valdivia Vazquez. "Detection of Sex Differential Item Functioning in the Cornell Critical Thinking Test." European Journal of Psychological Assessment 28, no. 3 (January 1, 2012): 201–7. http://dx.doi.org/10.1027/1015-5759/a000127.

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Critical thinking (CT) can be described as the conscious process a person does to explore a situation or a problem from different perspectives. Accurate measurement of CT skills, especially across subgroups, depends in part on the measurement properties of an instrument being invariant or similar across those groups. The assessment of item-level invariance is a critical component of building a validity argument to ensure that scores on the Cornell Critical Thinking Test (CCTT) have similar meanings across groups. We used logistic regression to examine differential item functioning by sex in the CCTT-Form X. Results suggest that the items function similarly across boys and girls with only 5.6% (4) of items displaying DIF. This implies that any mean differences observed are not a function of a lack of measurement invariance and supports the validity of the inferences drawn when comparing boys and girls on scores on the CCTT.
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Bataineh, Ruba Fahmi, and Lamma Hmoud Zghoul. "Jordanian TEFL Graduate Students' Use of Critical Thinking Skills (as Measured by the Cornell Critical Thinking Test, Level Z)." International Journal of Bilingual Education and Bilingualism 9, no. 1 (January 15, 2006): 33–50. http://dx.doi.org/10.1080/13670050608668629.

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Gbènakpon, Sekoubaou, Abel,. "The Concept and Practice of Critical Thinking in EFL Classes in Benin: Prospects and Challenges—Ministry of Higher Education and Scientific Research, Republic of Benin." Studies in English Language Teaching 5, no. 4 (November 15, 2017): 749. http://dx.doi.org/10.22158/selt.v5n4p749.

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<p><em>Critical Thinking, formerly viewed as a western concept is now taught to learners worldwide as an important skill in education. This study deals with the necessity of incorporating Critical Thinking teaching in EFL classes in Beninese secondary schools through pointing out its advantages and current challenges to implementation. To collect relevant data for the research, three instruments were used: The Cornell Critical Thinking Test Level X, questionnaire and class observation. The target population has consisted of one hundred and fifty high school learners and sixty EFL teachers. The learners were split into two groups: the control group and the experimental one. Both groups took the critical thinking test twice, as pre- and post- tests. The results of the test and answers provided by teachers have revealed that teachers do not teach critical thinking skills to their learners. Trying to understand the root cause of this situation, the researcher has found that Beninese EFL teachers are not trained to teach and assess critical thinking skills.</em></p>
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Sahin, Hafize, Brian F. French, Brian Hand, and Murat Gunel. "Detection of Differential Item Functioning in the Cornell Critical Thinking Test Between Turkish and United States Students." European Journal of Psychological Assessment 31, no. 4 (October 2015): 238–46. http://dx.doi.org/10.1027/1015-5759/a000230.

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Abstract. Critical thinking is a broad term that includes core elements such as reasoning, evaluating, and metacognition that should be transferred to students in educational systems. The integration of such skills into models of student success is increasing on an international scale. The Cornell Critical Thinking Test is an internationally used tool to assess critical thinking skills. However, limited validity evidence of the translated versions of the instrument exists to support the inferences based on the CCTT scores. This study examined the CCTT Turkish version. Specifically, translated items were examined for measurement equivalence by determining if items function differently across students from United States and Turkey. Differential Item Functioning (DIF) analysis via logistic regression was employed. Results demonstrated that each subtest contained DIF items and 10% of the items in the instrument were identified as DIF. Mean differences between students in each country were not influenced by these items. A critical content review of the translated item gave insight as to why items may be functioning differently.
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Frisby, Craig L. "Construct Validity and Psychometric Properties of the Cornell Critical Thinking Test (Level Z): A Contrasted Groups Analysis." Psychological Reports 71, no. 1 (August 1992): 291–303. http://dx.doi.org/10.2466/pr0.1992.71.1.291.

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Total scores and section scores (both corrected and uncorrected for guessing) on the Cornell Critical Thinking Test—Level Z were analyzed for evidence of construct validity. The test performance of three ability groupings of college students and a “no-booklet” (guessers) group (Total N = 527) was examined. Statistically significant differences were found among the corrected total score means for all four groups. Differences among the means of the three ability groups were statistically significant on one corrected and one uncorrected section of the test. In addition, the formula which corrects for guessing substantially improved the estimate of internal consistency reliability for the low-ability group only. Support for the heterogeneity of the thinking skills measured by Form Z was mixed and inconclusive. Implications for the use or modification of the test are discussed.
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Kusumoto, Yoko. "Enhancing critical thinking through active learning." Language Learning in Higher Education 8, no. 1 (May 25, 2018): 45–63. http://dx.doi.org/10.1515/cercles-2018-0003.

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Abstract Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for success in an academic context. The Organization for Economic Co-operation and Development (OECD) also values the importance of cultivating critical thinking. However, critical thinking is not a part of the EFL curriculum in Japan, and lessons are not focused on the development of meta-cognitive strategies. How do we help students learn foreign languages and twenty-first Century Skills at the same time? Active learning and content and language integrated learning (CLIL) offer such a learning environment where learners enhance their cognitive skills and gain knowledge while they are learning content and language. This paper reports on a study that explores how active learning with CLIL instruction helps Japanese EFL learners to develop critical thinking skills. In the author’s student-centered instruction based class, critical thinking was stimulated with questions based on the revised Bloom’s taxonomy to develop lower and higher order thinking skills while various scaffolding activities were provided. Pretest-posttest results from the Critical Thinking Disposition Scale (CTDS) and the Cornell Critical Thinking Test (CCTT) Level Z were compared to determine to what extent, if any, EFL learners developed critical thinking disposition and skills through active learning in CLIL classes. The results of the CTDS and CCTT suggest that active learning has value for increasing critical thinking.
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Masek, Alias, and Sulaiman Yamin. "The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education." ISRN Education 2012 (February 29, 2012): 1–6. http://dx.doi.org/10.5402/2012/759241.

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Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students’ critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students’ critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students’ critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.
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FRISBY, CRAIG L. "CONSTRUCT VALIDITY AND PSYCHOMETRIC PROPERTIESOF THE CORNELL CRITICAL THINKING TEST (LEVEL Z): A CONTRASTED GROUPS ANALYSIS." Psychological Reports 71, no. 5 (1992): 291. http://dx.doi.org/10.2466/pr0.71.5.291-303.

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Verburgh, An, Sigrid François, Jan Elen, and Rianne Janssen. "The Assessment of Critical Thinking Critically Assessed in Higher Education: A Validation Study of the CCTT and the HCTA." Education Research International 2013 (2013): 1–13. http://dx.doi.org/10.1155/2013/198920.

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Although critical thinking (CT) is generally acknowledged as an important aim of higher education, no validated instrument to assess CT in Dutch is available. Moreover, most instruments are validated on a broad sample with people of diverse educational backgrounds. This possibly hampers the reliability of assessing effects of instructional interventions within educational programmes, where diversity is less. This study investigates the psychometric quality of a translation of the Cornell Critical Thinking Test (CCTT) and the Halpern Critical Thinking Assessment (HCTA) in a sample of Dutch speaking freshmen majoring in educational sciences. Results show a higher content validity and preference by students for the HCTA. The CCTT, however, takes less time to administer and score, which makes it easier to use the CCTT on a larger scale. Neither of the two tests shows a high overall reliability. The strength of the correlations between the constructed-response items and the forced-choice items of the HCTA with the CCTT calls for further research on the precise relation between CT skills and dispositions and the ability of the HCTA to assess both independently.
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Dissertations / Theses on the topic "Cornell Critical Thinking Test"

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Wertz, Monnie Huston. "Epistemological Developmental Level and Critical Skill Thinking Level in Undergraduate University Students." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7986.

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Epistemological development and its relationship to critical thinking has been postulated in educational psychology since the 1970’s. By empirically examining epistemological development in relationship to thinking critically, a richer understanding of overall student development and instructional needs could be achieved. By taking into account a student’s epistemological development, issues unique to these stages could inform how to most effectively work with students to promote critical thinking development. The purpose of this study was to explore the potential relationship between collegiate epistemological development and critical thinking skills by examining differences in critical thinking skills at different levels of epistemological development. The hypothesis of the study was that students reporting an epistemological level of either Absolutist or Evaluativist would have higher critical thinking scores than students reporting a Multiplist level. The instruments employed were the Cornell Critical Thinking Test (CCTT) and the Kuhn epistemological instrument. The study population of 157 students was taken from a medium-sized private institution in the southeastern United States. The data indicated that the majority of the study population, 87%, identified as the Multiplist level of epistemological development, according to Kuhn’s definitions. Overall critical thinking scores for the sample was lower than expected but still within reported ranges. Analysis of variance tests were performed on the data and failed to indicate a statistically significant relationship in overall epistemological developmental level and four of the five individual epistemological judgement domains. This finding was not anticipated, challenges current theoretical understanding of this relationship, and indicates a need for further investigation of the nature of the relationship between critical thinking and epistemological development in the higher educational setting.
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Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8423.

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Merriman, Carolyn S. "Developing Critical-Thinking Test Questions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8413.

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Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8429.

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Merriman, Carolyn S. "Critical Thinking & Test-Item Writing." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8443.

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Merriman, Carolyn S. "Writing Test Questions That Promote Critical Thinking." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8427.

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Reid, Helen. "The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2505/.

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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.
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Husband, Gregg. "An analysis of critical thinking skills in computer information technology using the California Critical Thinking Skills Test." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husbandg.pdf.

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Ennis, Theresa R. "Assessing and enhancing critical thinking skills: Enhanced Peer Review (EPR) with CAT instrument : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=68&did=1338860341&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255013411&clientId=28564.

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Sieberg, Jennifer Lynn. "Measuring Experimental Design Ability: A Test to Probe Critical Thinking." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214238271.

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Books on the topic "Cornell Critical Thinking Test"

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1944-, Vitale Barbara Ann, ed. Fundamentals success: A course review applying critical thinking to test taking. Philadelphia: F. A. Davis, 2008.

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1944-, Vitale Barbara Ann, ed. Fundamentals success: A course review applying critical thinking to test taking. Philadelphia: F. A. Davis, 2004.

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Hargrove-Huttel, Ray A. Pharmacology success: A course review applying critical thinking to test taking. Philadelphia: F.A. Davis Co., 2008.

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Gruber, Gary R. Gruber's complete preparation for the new SAT: Featuring critical thinking skills. 7th ed. New York: HarperPerennial, 1996.

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Krieger, Larry. Mastering the verbal SAT 1/PSAT: Building vocabulary skills, critical reading skills, and critical thinking skills for top performance. 2nd ed. Wilmington, MA: Great Source Education Group, 1999.

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Writing test items to evaluate higher order thinking. Boston: Allyn and Bacon, 1997.

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Gruber's super diagnostic test for the SAT: Programmed to critical thinking strategies. New York: Barnes & Noble Books, 1988.

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Judy, Callicoatt, ed. Med-surg success: A course review applying critical thinking to test taking. Philadelphia, PA: F.A. Davis Co., 2007.

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Alloway, J. Evans. A better reason: A handbook for critical thinking, reading comprehension & test mastery. Princeton, N.J: ESI Publications, 1989.

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1944-, Vitale Barbara Ann, ed. Fundamentals success: A Q & A review applying critical thinking to test taking. 3rd ed. Philadelphia: F. A. Davis, 2012.

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Book chapters on the topic "Cornell Critical Thinking Test"

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Blair, J. Anthony. "The Keegstra Affair: A Test Case for Critical Thinking." In Argumentation Library, 13–22. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2363-4_2.

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Kuncel, Nathan R., and Adam S. Beatty. "Thinking at work: Intelligence, critical thinking, job knowledge, and reasoning." In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology., 417–35. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-024.

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Kolev, Chavdar. "Experiment to Evaluate the Impulse Plate Compaction in a Test Embankment Section." In Critical Thinking in the Sustainable Rehabilitation and Risk Management of the Built Environment, 116–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61118-7_9.

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Bertaccini, Bruno, Riccardo Bruni, Federico Crescenzi, and Beatrice Donati. "Measuring logical competences and soft skills when enrolling in a university degree course." In Proceedings e report, 41–46. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.09.

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Logical abilities are a ubiquitous ingredient in all those contexts that take into account soft skills, argumentative skills or critical thinking. However, the relationship between logical models and the enhancement of these abilities is rarely explicitly considered. Two aspects of the issue are particularly critical in our opinion, namely: (i) the lack of statistically relevant data concerning these competences; (ii) the absence of reliable indices that might be used to measure and detect the possession of abilities underlying the above-mentioned soft skills. This paper aims to address both aspects of this topic by presenting the results of a research we conducted in the period October – December 2020 on students enrolled in various degree courses at the University of Florence. To the best of our knowledge, to date this is the largest available database on the subject in the Italian University System. It has been obtained by a three-stage initiative. We started from an “entrance” examination for assessing the students' initial abilities. This test comprised ten questions, each of which was centered on a specific reasoning construct. The results we have collected show that there is a widespread lack of understanding of basic patterns that are common in the everyday way of arguing. Students then underwent a short training course, using formal logic techniques in order to strengthen their abilities, and afterwards took an “exit” examination, replicating the structure and the questions difficulty of the entrance one in order to evaluate the effectiveness of the course. Results show that the training was beneficial.
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Stevenson, Robert B., Arjen E. J. Wals, Joe E. Heimlich, and Ellen Field. "Critical Environmental Education." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0006.

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This chapter considers an alternative socially critical perspective on environmental education, the emphasis of which is on the influence of cultural norms and structural features of society on people's environmental actions and the need for participatory approaches that engage citizens in creating and determining appropriate actions to realize their own vision of a sustainable urban environment. It describes emerging learning spaces, also known as “ecologies of learning,” that engage young and old urban citizens in participatory collaborative activities such as community gardening, critical place-based education in urban schools, and social media environmental interest networks. After providing a brief history of environmental education, the chapter discusses communicating information about and solving environmental problems. It then examines critical thinking about issues of quality of life and human-nature interrelationships before concluding with an overview of how to develop capacity for integrating environmentally, socially, and economically sustainable development.
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Kadhm, Sherouk J. "Validation of Sherouk's Critical Thinking Test (SH-CTT)." In Research Anthology on Developing Critical Thinking Skills in Students, 1345–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch070.

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This study aimed to examine the psychometric properties (reliability and validity) of the Arabic version of Sherouk's Critical Thinking Test. This test has four parts, each of which provides a story that is divided into an introduction and a scene; each story is then followed by a list of sensitive questions featuring two response options (Agree/Disagree). A sample of 158 university students participated in this study. The results showed that the reliability of the entire scale was 0.885, and the reliability of each of its four parts was 0.885, 0.829, 0.772, and 0.721, respectively. Confirmatory factor analysis of the collected data revealed a good fit with the latent constructs (CMIN/DF: 1.446; CMIN/DF: 1.357; CMIN/DF: 1.417; and CMIN/DF: 1.151) for parts one to four, respectively. The test's adaptability was considered when designing this instrument, and examinees were invited to review it. This paper recommended using this instrument in the fields of performance, leadership, selection, training, and improvement, and it was also created as a tool to measure individuals' critical thinking skills and abilities in organizations, companies, and academic environments. The English and German versions of this test were also examined; these versions are now currently available for use.
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Dzenovska, Dace. "Building Up and Tearing Down." In School of Europeanness. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501716836.003.0005.

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Chapter 4 examines critical thinking as the skill that tolerance workers understood to be crucial for cultivating tolerant selves and publics in Latvia. Tolerance workers’ belief that critical thinking would lead to the correct conclusions about how to understand and live with ethnic, racial, and religious diversity coincided with extensive projects of promoting critical thinking in the former socialist world. From the liberal perspective, the former socialist world lacked critical thinking due to the legacies of an authoritarian political system and memorization-based education. This was thought to hinder the postsocialist subjects’ ability to establish the kind of relationship to their collective past that the European moral and political landscape demanded. However, lessons in political liberalism overlooked the multiplicity and heterogeneity of critical practices of former socialist subjects and obfuscated the historical specificity and ideological underpinnings of “critical thinking” as the special truth-producing instrument of actually existing political liberalism.
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Martins, Ana R., Inês C. R. Henriques, Andre Brunoni, and Felipe Fregni. "Design and Analysis of Surveys." In Critical Thinking in Clinical Research, edited by Sandra Carvalho, Gustavo Rivara, Andre Brunoni, and Felipe Fregni, 434–56. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.003.0021.

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This chapter discusses the most important aspects of designing, administrating, and analyzing surveys in clinical research. It highlights the different topics of the main stages of survey research. It reviews the design and planning phase, especially focusing on the definition of the survey research question. It discusses the process of instrument design, from planning and development to pre-test and validation, types of sampling, and methods for survey administration. It also reviews the importance of the data analysis plan and report. Furthermore, it refers to potential problems and pitfalls, as well as legal and ethical issues encountered when conducting surveys, and strategies to address them. Finally, it includes a case study and explores different questions to be addressed when using surveys in clinical research.
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Illigens, Ben M. W., Fernanda Lopes, Felipe Fregni, and Andre Brunoni. "Parametric Statistical Tests." In Critical Thinking in Clinical Research, edited by Claudia Kimie Suemoto, Catherine Lee, and Felipe Fregni, 181–205. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.003.0009.

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Chapter 9 provides an introduction to statistical testing,alongside the most common parametric tests. It reviews the basis of hypothesis testing while highlighting important concepts such as chance, bias, and confounding. Additionally, this chapter discusses fundamental topics in basic statistics, including p-value, type I and type II errors, alpha (α‎), beta (β‎), and statistical significance. The reader is taken throughout the basics of the theoretical explanation of t-test, ANOVA and linear regression, together with the indications of appropriate use for each of them. Additionally, the reader will learn how to perform and interpret the output for these tests in statistical softwares (e.g., STATA and SPSS). This chapter also examines the concept of normality and central limit theorem (CLT), and how it applies to the evaluation of data distribution.
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Suemoto, Claudia Kimie, Catherine Lee, and Felipe Fregni. "Basics of Statistics." In Critical Thinking in Clinical Research, edited by Claudia Kimie Suemoto, Catherine Lee, and Felipe Fregni, 151–80. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.003.0008.

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This chapter discusses the first step in statistical analysis: the descriptive statistics and data classification. It is the first contact of the researcher with the data, and it is very important to understand the characteristics of the sample, including the presence of missing data and outliers. To perform this step, the investigator needs to learn the types of variables (i.e. numerical and categorical), and the measures to summarize them. In the case of numerical variables, it is also important to check whether the data follow a normal distribution. Researchers usually use mean and standard deviation for numerical variables, and absolute and relative frequencies for categorical ones. In addition to summary measures, different graphs are used to represent the data. Understanding the data is a critical step in choosing the statistical test, as is discussed further in the next chapters.
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Conference papers on the topic "Cornell Critical Thinking Test"

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Rainho, Conceiçao, Maria Joao Monteiro, Alice Mártires, Zita Castelo-Branco, and Rita Payan-Carreira. "Peer review and critical thinking in nursing students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2847.

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Different models are available to help engage and motivate students as well as to model professional thinking and action (Irby, 1994). Their effect increases when regularly used, particularly when supplemented with feedback. Among them, the Paul-Elder´s Elements of Thought, or the Ennis´s FRISCO guidelines may be used for develop clinical skills. The objective of this study is analyse the effect of educational intervention on critical thinking, in nursing students of the 2nd year, based on the peer review, using the Cornell test (Level X) before and after intervention. Of the 74 students who participated in the study, 75.7% were female with an average age of 20.8 years. The average scores of critical thinking before intervention was 21.3 and after was 28.5, the average was statistically significant different between the two time points (p &lt;0.01).
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Kwan, Yee Wan. "EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end097.

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Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.
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Zubaidah, Siti, Susriyati Mahanal, Mistianah, and Ahmad Fauzi. "Critical Thinking Embedded Essay Test." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.036.

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Ali, Nazim, Russell Crawford, and Margaux Horn. "Critical thinking in PBL: Development of a bespoke tool for critical thinking." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9366.

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As an active learning strategy, problem based learning (PBL) puts the emphasis on students being responsible for their learning (Hmelo-Silver and Barrows 2006). Although it is student-centred, PBL facilitators can help students achieve deep learning through strategies which allow them to check their understanding and engage in critical thinking skills (Wood, 2003; Azer et al,. 2013). However enabling students to engage in critical thinking skills and assessing their learning requires the use of innovative strategies (Azer et al., 2013). This paper describes the development of a learning tool to allow students undertake their own-self assessment. It was developed on the principles of ill-structured problems which encourage the utilization of critical thinking skills (Kek and Huijser, 2011). Thus the aim of the research was to assess whether the tool would allow the students to engage in critical thinking skills such as deep understanding and application of knowledge. Results show students found the tool to be effective for their learning where they were able to apply their knowledge and test understanding. This suggested that the developed tool proved to be useful in engaging students in critical thinking skills and as a means to check student understanding.
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Setiana, Dafid, Zainnur Wijayanto, and I. Nyoman Arcana. "Development of Mathematical Test Instrument to Measure Critical Thinking Ability." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282614.

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Ardini, Sukma, Dwi Rukmini, Warsono Warsono, and Dwi Bharati. "Redesigning the 21st century Listening Test to Stimulate Students‘ Critical Thinking: A Case Study." In Proceedings of The 2nd International Conference On Advance And Scientific Innovation, ICASI 2019, 18 July, Banda Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-7-2019.2288649.

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Rusyati, Lilit, and Harry Firman. "Virtual test: A student-centered software to measure student’s critical thinking on human disease." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941195.

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Maulidiansyah, Deka, Inarsih Meutia, and Edi Istiyono. "Computer-Based Two-Tier Diagnostic Test to Identify Critical Thinking Skills in Optical Instrument." In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.059.

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Firman, Harry, and Lilit Rusyati. "Science Virtual Test: A Computer-Based Test to Measure Students' Critical Thinking on Living Things and Environmental Sustainability Theme." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.3.

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Rusyati, Lilit, and Harry Firman. "Validation of science virtual test to assess 8th grade students’ critical thinking on living things and environmental sustainability theme." In MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016): Proceedings of the 3rd International Seminar on Mathematics, Science, and Computer Science Education. Author(s), 2017. http://dx.doi.org/10.1063/1.4983984.

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