Journal articles: '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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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.

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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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Iwaoka, Wayne T., Yong Li, and Walter Y. Rhee. "Research in Food Science Education: Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries." Journal of Food Science Education 9, no. 3 (August 17, 2010): 68–75. http://dx.doi.org/10.1111/j.1541-4329.2010.00100.x.

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Abbas Abudlridhadr, Qaysar, and Hj Azmi Abdul Latiff. "An ASSESSING IRAQI UNIVERSITY READERS' CRITICAL THINKING DEVELOPMENT THROUGH THE USE READER RESPONSE STRATEGY IN THE INSTRUCTION OF SHAKESPEARE'S LITERARY TEXT." Humanities & Social Sciences Reviews 8, no. 2 (March 15, 2020): 123–33. http://dx.doi.org/10.18510/hssr.2020.8215.

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Purpose: This study centers on the significant role of Reader Response theory in instruction literary text, this study also, affirms that there is a useful and progressive influence of the Reader-response strategy in the literary text to enhance and improve the level of EFL Iraqi learners’ critical thinking. This study proves that teaching literature, without Reader response strategies, the level of development of critical thinking becomes very passive and slow. Methodology: The researcher used one group “pre-post-test”. The study was conducted at the English department, Faculty of Education in Iraq. This study was carried out for fifteen weeks. The researcher administered Cornell Class-Reasoning Test as a pre-test in week 4 while post-test in week 12.The researcher used non-probability convenient sampling because it was probably the most common of all sampling techniques in social sciences and the proximity of the samples to the researchers (Patton, 1990).This test was run twice with intensive interventions for five weeks implemented between the two tests. Main Findings. Findings showed that there was a statistically significant difference in the EFL Iraqi learners' critical thinking skills between pre-test scores and post-test scores. There are statistically significant differences at the “p ≤ 0.05” level for the following item groups: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12. This study confirmed that participants significantly improved their level of critical thinking skills by implementing Reader- Response activities in teaching literary texts. Implications: This study proposes applying the strategies of reader-response theory as an effective and encouraging concept or stimulating approach to enhance the level of recognition and appreciation of the texts in literature. This experiment could be a positive study and applicable to different educational centers to teach all the texts in English literature. This study helps instructors to change their old-style manners of instructions. Novelty: The experiment focused on the vital and encouraging role of reader-response theory in fostering EFL Iraqi readers’ capacity to generate multi-layers of versions and meanings during reading literature. The study presents a helpful and successful manner to all the persons who work as teachers in educational systems. The study directs the instructors to follow the modern approaches in explaining the literary text to their learners instead of the old-style manner. EFL tutors should practice these strategies in EFL English classes of literature so that they could make the lecture full of activity and enjoyment throughout the interesting themes of literature.

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Arnold, Danielle M., Christopher J. Mortensen, Andrew C. Thoron, Jon K. Miot, and Emily K. Miller-Cushon. "Identifying the optimal course delivery platform in an undergraduate animal behavior research course1." Translational Animal Science 2, no. 3 (June 6, 2018): 311–18. http://dx.doi.org/10.1093/tas/txy066.

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Abstract There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (CCTT). Students’ grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.

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Purwanto, Mr, Ika Mustika Sari, and Hanna Nurul Husna. "IMPLEMENTASI PERMAINAN MONOPOLI FISIKA SEBAGAI MEDIA PEMBELAJARAN DALAM PEMBELAJARAN KOOPERATIF TIPE TGT UNTUK MENINGKATKAN PRESTASI BELAJAR DAN MENGETAHUI PROFIL KEMAMPUAN BERPIKIR KRITIS SISWA SMP." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 17, no. 1 (January 7, 2012): 69. http://dx.doi.org/10.18269/jpmipa.v17i1.241.

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Penelitian ini bertujuan untuk mengetahui peningkatan prestasi belajar dan profil kemampuan berpikir kritis siswa setelah diimplementasikannya permainan Monopoli Fisika dalam pembelajaran kooperatif tipe Team-Games Tournament. Metode yang digunakan dalam penelitian ini adalah weak experimental design dengan desain penelitian one group pretest-posttest design. Populasi pada penelitian adalah siswa SMP kelas VIII di Kabupaten Sumedang. Sampel pada penelitian adalah salah satu kelas VIII SMP di Kab. Sumedang. Data penelitian diperoleh melalui tes prestasi belajar pada pokok bahasan Usaha dan Energi serta tes kemampuan berpikir kritis deduksi dengan menggunakan Cornell Critical Thinking Test. Hasil penelitian yang diperoleh menunjukkan bahwa siswa di sekolah tersebut mengalami peningkatan dalam prestasi belajarnya setelah diimplementasikannya permainan Monopoli Fisika dalam pembelajaran. Siswa mengalami peningkatan prestasi belajar sebesar 0,24 dengan kategori ‘Rendah’. Aspek kognitif yang meningkat paling tinggi di tiap pertemuan adalah aspek pemahaman C2. Untuk profil kemampuan berpikir kritis deduksi, diperoleh hasil bahwa untuk kategori ‘Rendah’, sebelum penggunaan permainan Monopoli Fisika 9,1% siswa berada dalam kategori ini; dan sesudah penggunaan permainan Monopoli Fisika 24,2% siswa berada dalam kategori ini. Untuk kategori ‘Sedang’, sebelum penggunaan permainan Monopoli Fisika 69,7% siswa berada dalam kategori ini; dan sesudah penggunaan permainan Monopoli Fisika 63,6% siswa berada dalam kategori ini. Untuk kategori ‘Tinggi’, sebelum penggunaan permainan Monopoli Fisika 21,2% siswa berada dalam kategori ini; dan sesudah penggunaan permainan Monopoli Fisika 12.1% siswa dalam kategori ini. Secara umum, siswa memberikan respon positif terhadap penggunaan permainan Monopoli Fisika sebagai media pembelajaran.Kata Kunci: permainan monopoli fisika dalam pembelajaran kooperatif tipe tgt, prestasi belajar, kemampuan berpikir kritis

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Negoro, Ridho Adi, Ani Rusilowati, Mahardika Prasetya Aji, and Rosly Jaafar. "Critical Thinking in Physics: Momentum Critical Thinking Test for Pre-service Teacher." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 1 (April 30, 2020): 73–86. http://dx.doi.org/10.24042/jipfalbiruni.v9i1.4834.

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The debate in the making of critical thinking evaluation tests among researchers and practitioners still exists. Problems come from definition and aspects segmentation which represents critical skills to be measured. According to the problems, the specific critical thinking instruments to physics content such as momentum are still hard to find. The instrument of critical thinking can support the learning evaluation to improve the critical power of Pre-Service. This study aims to develop the instrument of momentum critical thinking (MCT) test for Pre-service teachers. The MCT consisted of 8 questions representing 17 objective items. Based on the content validity test, it obtained a total percentage of 81.25% with the eligibility criteria. The reliability test demonstrated by the result of 28 pre-service teacher tests. The MCT instrument which tested was 17 objective items. The reliability test’s results showed Cronbach's alpha value of 0.716 with a high category. Research findings show that the CTM test can be used to measure the CT-specific domain of pre-service teachers in momentum, and relevant material for the consideration of university preparation for pre-service teacher learning in the 21st century

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Kohler, Maxie P. "Risk-Taking Behavior: A Cognitive Approach." Psychological Reports 78, no. 2 (April 1996): 489–90. http://dx.doi.org/10.2466/pr0.1996.78.2.489.

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In examining the associations of critical thinking skills and risk-taking behavior, scores on the Sensation Seeking Scale, Form V, Rotter's I-E Scale, and the Cornell Critical Thinking Scale confirm earlier research on sensation seeking in pointing to gender differences that predict more risk-taking behavior by men ( n = 52) than women ( n = 48).

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Mahbubah, Khoiro, and Neni Hermita. "IMPLEMENTATION OF CRITICAL THINKING TEST BY TWO-TIER TEST FORMAT ON HEAT TRANSFER." Science Education and Application Journal 1, no. 1 (April 9, 2019): 34. http://dx.doi.org/10.30736/seaj.v1i1.95.

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Critical thinking skills is one of 21st century skill. This requires students to solve the problems they face. Therefore, it need a test instrument that can assess students' critical thinking skills. This study aims to develop instrument test of critical thinking skills of high school students by two tiers test format related to temperature and heat concept. The research method used was the ADDIE development model (Analyze, Design, Development, Implementation and Evaluation) conducted by 11th grade high school students who have studied temperature and heat concept. The number of respondents of research as many as 30 students in 11 grade senior high school in Bandung. Data collection using the Halpern framework critical thinking skill instrument test adapted by Tiruneh by two tiers test format. The results obtained that the test instrument of critical thinking skills related to temperature and heat concept by two tier test format can assess students' critical thinking skills. Thus, the development of critical thinking skill test by two tier test format has the potential to be one of the test instrument for assessing and trained students' thinking skill.

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Norris, Stephen P. "Can We Test Validly for Critical Thinking?" Educational Researcher 18, no. 9 (December 1989): 21–26. http://dx.doi.org/10.3102/0013189x018009021.

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Norris, Stephen P. "Can We Test Validly for Critical Thinking?" Educational Researcher 18, no. 9 (December 1989): 21. http://dx.doi.org/10.2307/1176715.

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Leach, S. M., Jason C. Immekus, Brian F. French, and Brian Hand. "The factorial validity of the Cornell Critical Thinking Tests: A multi-analytic approach." Thinking Skills and Creativity 37 (September 2020): 100676. http://dx.doi.org/10.1016/j.tsc.2020.100676.

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Dicus, Jeremy R., Brock T. Jensen, Steven D. Verba, Jeff S. Lynn, and Patricia A. Pierce. "Evaluation of Critical Thinking in an Exercise Science Program with a Standardized Critical Thinking Test." Medicine & Science in Sports & Exercise 48 (May 2016): 718. http://dx.doi.org/10.1249/01.mss.0000487156.83274.50.

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Stone, Clement A., Lynda J. Davidson, Joy L. Evans, and Mary A. Hansen. "Validity Evidence for Using a General Critical Thinking Test To Measure Nursing Studentsʼ Critical Thinking." Holistic Nursing Practice 15, no. 4 (July 2001): 65–74. http://dx.doi.org/10.1097/00004650-200107000-00010.

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Edman, Laird R. O., Jennifer Robey, William M. Bart, and Jenzi Silverman. "Psychometric Analysis of the Minnesota Test of Critical Thinking." Psychological Reports 95, no. 1 (August 2004): 3–9. http://dx.doi.org/10.2466/pr0.95.1.3-9.

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With the increase over the past two decades in interest in critical thinking instruction, reliable and valid means for measuring critical thinking are necessary. The Minnesota Test of Critical Thinking was developed to measure critical thinking as defined by the American Philosophical Association in 1990. The present purpose was to explore the structure and reliability of the intervention and its instantiation of the critical thinking framework. Analyses of responses from 151 adult participants gave estimates of reliability varying from .29 to .78. A factor analysis of the test scores supported critical thinking conceptualized as a single, latent trait. With further refinement, the invention should become a valuable measure of general critical thinking skills of upper-division secondary and postsecondary students.

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Langer, Philip, and David Chiszar. "Assessment of Critical Thinking Courses." Perceptual and Motor Skills 77, no. 3 (December 1993): 970. http://dx.doi.org/10.2466/pms.1993.77.3.970.

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Courses in critical thinking at the college level taken by groups of about 20 appeared to be differentially effective with respect to gains in performance on a standardized test of evaluative thinking.

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Kadhm, Sherouk J. "Validation of Sherouk's Critical Thinking Test (SH-CTT)." International Journal of Adult Vocational Education and Technology 8, no. 3 (July 2017): 14–24. http://dx.doi.org/10.4018/ijavet.2017070102.

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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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Norris, Stephen P. "Effect of Eliciting Verbal Reports of Thinking on Critical Thinking Test Performance." Journal of Educational Measurement 27, no. 1 (March 1990): 41–58. http://dx.doi.org/10.1111/j.1745-3984.1990.tb00733.x.

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Possin, Kevin. "CAT Scan: A Critical Review of the Critical-Thinking Assessment Test." Informal Logic 40, no. 3 (August 29, 2020): 489–508. http://dx.doi.org/10.22329/il.v40i30.6243.

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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 “teaching to the test.”

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Basha, Sami, Denise Drane, and Gregory Light. "Adapting the Critical Thinking Assessment Test for Palestinian Universities." Journal of Education and Learning 5, no. 2 (March 6, 2016): 60. http://dx.doi.org/10.5539/jel.v5n2p60.

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Critical thinking is a key learning outcome for Palestinian students. However, there are no validated critical thinking tests in Arabic. 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 piloted in Arabic (n=48). Students responded favorably. Scores were comparable with US scores. Only two students found the content problematic. One-hundred-twelve Palestinian faculty reviewed the skills tested by the CAT. There was moderate agreement that they represent critical thinking. Translation of the CAT into Arabic and further study are warranted.

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Nahdiyah, Zuhan, Netriwati Netriwati, Dian Anggraini, and Fadly Nendra. "An Analysis of Mathematical Critical-Thinking Ability: The Impact of DCT (Dialogue Critical Thinking) and Learning Motivation." Desimal: Jurnal Matematika 3, no. 3 (September 20, 2020): 219–26. http://dx.doi.org/10.24042/djm.v3i3.6799.

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The mathematical critical thinking ability is part of a very important mathematical curriculum. The purpose in this study was to analyze the influence of Deep DCT Learning and the motivation to learn from the mathematical critical thinking ability. Research in is a quantitative study with the type of Quasy experimental Design by using post-test only control. Sampling techniques are performed by means of Random Sampling. Data retrieval is done by giving post-Test and poll. The analysis test used is a two way variances analysis (ANAVA). Based on the research results analyzed that: There is an influence between Deep DCT Learning to the mathematical critical thinking ability, there is a high, moderate and low motivation influence on mathematical critical thinking Skills, There is no interaction between Deep DCT Learning and the motivation to learn the ability of critical thinking mathematically.

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Coates, Heather L. "Critical Thinking Exercises in the Classroom are Helpful but not Sufficient for Improving Critical Thinking Test Scores." Evidence Based Library and Information Practice 9, no. 2 (June 23, 2014): 25. http://dx.doi.org/10.18438/b84k64.

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A Review of: Wallace, E. D., & Jefferson, R. N. (2013). Developing Critical Thinking Skills For Information Seeking Success. New Review of Academic Librarianship, 19(3): 246-255. Objective – To determine whether a series of workbook exercises contributed to improved critical thinking test scores. Design – Post-test design with a quasi-experimental control group. Setting – Military college in the United States of America. Subjects – 76 undergraduates enrolled in a required freshman orientation seminar. Methods – Approximately one third of the enrolled participants (n=26) were provided with a copy of the book Critical Thinking: Building the Basics. A subset of exercises was completed independently over three to four class sessions during the first three weeks of the semester. The control group (n=50) did not receive any critical skills thinking instruction. The iCritical Thinking Skills Test, an online exam provided by Educational Testing Service (ETS), was administered to both groups during a class session. The exam consists of 7 types of tasks: define, access, evaluate, manage, integrate, create, communicate, evaluated using 14 tasks based on real-world scenarios. Main Results – Approximately 20% (15) of all students passed the test, 9 from the intervention group and 6 from the control group. Significant differences were detected between the groups on the Integrate and Manage subtests. The range for individual subtests and total scores was wide. Scores for two of the seven subtests, Create and Evaluate, showed the greatest amount of variability; the Communicate subtest scores had the least. Conclusion – Limitations of the study include potential motivational differences between the groups. Students who completed workbook exercises appeared to be motivated to do well on the test, while those who did not seemed less motivated. The effectiveness of exercises in developing critical thinking skills in this study will persuade administrators to consider using such exercises in the classroom.

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Stein, Barry, and Ada Haynes. "Engaging Faculty in the Assessment and Improvement of Students' Critical Thinking Using the Critical Thinking Assessment Test." Change: The Magazine of Higher Learning 43, no. 2 (March 9, 2011): 44–49. http://dx.doi.org/10.1080/00091383.2011.550254.

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Tiruneh, Dawit Tibebu, Mieke De Cock, Ataklti G. Weldeslassie, Jan Elen, and Rianne Janssen. "Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism." International Journal of Science and Mathematics Education 15, no. 4 (February 29, 2016): 663–82. http://dx.doi.org/10.1007/s10763-016-9723-0.

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Syahfitri, Jayanti, Harry Firman, Sri Redjeki, and Siti Sriyati. "Construct validity of critical thinking disposition test in biology." JURNAL BIOEDUKATIKA 8, no. 1 (February 25, 2020): 1. http://dx.doi.org/10.26555/bioedukatika.v8i1.11031.

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Setambah, Mohd Afifi Baharudin, Nor'ain Mohd Tajudin, and Mazlini Adnan. "Basics Statistics Critical Thinking Test : Reliability and Validity Issues." Jurnal Didaktik Matematika 5, no. 1 (June 1, 2018): 1–15. http://dx.doi.org/10.24815/jdm.v5i1.9572.

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This study aims to examine the validity and reliability of Statistics Critical Thinking Test (SCTT) for Institute of Teachers Education students using the Content Validity Index (CVI). The assessment was conducted through the evaluation by 3 experts and 30 students selected via purposive sampling. The instrument involved 30 items with two main constructs such as evaluation and interpretation. The result of analysis, CVI is 0.99. This instrument also has 0.71 of reliability value. The results of the study prove that the instrument has good validity and reliability. SCTT has a great potential to be promoted as a good measurement instrument. This instrument is recommended to be used to measure critical thinking level for others college students.

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Hatcher, Donald L. "Which test? Whose scores? Comparing standardized critical thinking tests." New Directions for Institutional Research 2011, no. 149 (March 2011): 29–39. http://dx.doi.org/10.1002/ir.378.

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EDMAN, LAIRD R. O. "PSYCHOMETRIC ANALYSIS OF THE MINNESOTA TEST OF CRITICAL THINKING." Psychological Reports 95, no. 5 (2004): 3. http://dx.doi.org/10.2466/pr0.95.5.3-9.

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Koek, Martijn, Tanja Janssen, Frank Hakemulder, and Gert Rijlaarsdam. "Literary reading and critical thinking." Scientific Study of Literature 6, no. 2 (December 31, 2016): 243–77. http://dx.doi.org/10.1075/ssol.6.2.04koe.

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Abstract Previous research suggests that literary reading may involve critical thinking. This involvement may facilitate critical literary understanding (CLU), i.e. understanding the literary text in a reconstructive, de-automatized manner. However, little is known about the cognitive processes this involvement entails. This study aims: (1) to conceptualize CLU, by relating dual process theory to concepts from the domain of literary studies (foregrounding, defamiliarization); (2) to test CLU in an educational context. An instrument to measure CLU was designed. A prospective cohort study was conducted (N = 271, grades 10–12, pre-university education, ages 14–19) at a Dutch secondary school. CLU, critical thinking skills (CTS) and dispositions (CTD) were measured one month after the start of the academic year, CLU was measured again four months later. Results show that students improve in CLU. This improvement is mediated by CTD and moderated by CTS. These results suggest that critical thinking can be engaged in the literature classroom.

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Kurniyanti, Ratih, Nana Kariada Tri Martuti, and Siti Alimah. "The Effectiveness of Project Based Learning Ecosystems Dioramas with Jelajah Alam Sekitar Approach against Students’ Critical Thinking Ability and Creativity." Journal of Biology Education 8, no. 3 (December 8, 2019): 301–14. http://dx.doi.org/10.15294/jbe.v8i3.27141.

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The purpose of this study was to analyze the effectiveness of Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach against students’ critical thinking ability and creativity, and to analyze the relationship between critical thinking ability and students' creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach. This research method is pre-experimental design with pre-test and post-test one group design. The results showed that Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach was effective against students' critical thinking ability and creativity. The average of critical thinking ability in post-test is 84.96 and average of creativity in post-test is 84.50. The completeness of classical learning shows "High" criteria, the classical completeness rate in post-test of critical thinking and creativity is same (89.21%). The results of the N-gain mean on the test scores of critical thinking ability and creativity are in the "High" criteria. N-gain of critical thinking ability shows "High" category (66.66%) and N-gain creativity shows "High" category (79.42%). The results of the analysis of the two average difference test (one right side) on the critical thinking ability test has t table of 1.97 < t count of 20.89. The creativity test has t table of 1.97 < t count of 31.80, so it shows a significant difference between the achievements at the pre-test and post-test. Based on these results it can be concluded that the Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach are effective against students' critical thinking ability and creativity. The relationship between critical thinking ability and creativity shows the relation of 0.38, has a "Low" criteria, so it can be concluded that the relationship between critical thinking ability and student creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach is low.

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Tsai, Tsung-Hsun. "Validating Use of a Critical Thinking Test for the Dental Admission Test." Journal of Dental Education 78, no. 4 (April 2014): 552–57. http://dx.doi.org/10.1002/j.0022-0337.2014.78.4.tb05705.x.

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Reid, Sam, and Peter Chin. "Assessing critical thinking in L2: An exploratory study." Shiken 25.1 25, no. 1 (June 1, 2021): 8–21. http://dx.doi.org/10.37546/jaltsig.teval25.1-2.

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Critical thinking (CT) is taking on an increasingly important role in Japanese tertiary education. Teachers tasked with developing CT in a second-language (L2) context may need a way of assessing students’ abilities. However, a number of difficulties face L2 students taking a test designed for first-language (L1) speakers. They may be disadvantaged by linguistic and perhaps cultural issues. This study describes an exploratory attempt to make a CT test that can be administered to learners of English and which allows them to display selected elements of CT, specifically analyzing arguments and judging or evaluating. A comparison of L1 and L2 performance in the test showed the results to be comparable. Analysis of two different question topics showed differences in CT skills displayed. Issues with rating accuracy are linked to the format of the test. We argue that this test format is suitable for many students in Japan and elsewhere who have intermediate levels of English.

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Reid, Sam, and Peter Chin. "Assessing critical thinking in L2: An exploratory study." Shiken 25.1 25, no. 1 (June 1, 2021): 8–21. http://dx.doi.org/10.37546/jaltsig.teval25.1-2.

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Critical thinking (CT) is taking on an increasingly important role in Japanese tertiary education. Teachers tasked with developing CT in a second-language (L2) context may need a way of assessing students’ abilities. However, a number of difficulties face L2 students taking a test designed for first-language (L1) speakers. They may be disadvantaged by linguistic and perhaps cultural issues. This study describes an exploratory attempt to make a CT test that can be administered to learners of English and which allows them to display selected elements of CT, specifically analyzing arguments and judging or evaluating. A comparison of L1 and L2 performance in the test showed the results to be comparable. Analysis of two different question topics showed differences in CT skills displayed. Issues with rating accuracy are linked to the format of the test. We argue that this test format is suitable for many students in Japan and elsewhere who have intermediate levels of English.

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Setyaningtyas, Eunice Widyanti, and Elvira Hoesein Radia. "Six Thinking Hats Method for Developing Critical Thinking Skills." Journal of Educational Science and Technology (EST) 5, no. 1 (April 29, 2019): 82. http://dx.doi.org/10.26858/est.v5i1.8243.

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The purpose of this research is to assist the student teachers in their final year to think critically in analyzing the lesson plan document in the Kurikulum 2013 framework using the Six Thinking Hats method as a tool. This tool has visual imagery similar to colorful hats, with a specific point of view. The white hat acts as an information source, black hat identifies threats, the red hat represents emotion and intuition, the yellow hat identifies support and strength, the green hat stimulates creative ideas, and the blue hat becomes the leader of the discussion. This is a one-group post-test only experiment. The data is analyzed descriptively and interpreted qualitatively. The instrument is rubrics for analysis, also documentation and interview. The result shows that the average of the analysis scored 27,5 (out of 57) in a "moderate" level. This means students give short analysis with less-detailed description and the reasoning is less clear. The order from the lowest to the highest score is: yellow (scored 1,1)- white (1,2)-green (1,3)-red (1,5)-black (2,0). Although the result is still in the middle level, it still can be seen that this method is very potential to assist students to think critically, with a step by step development.

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Soltani, Akbar, Mahboobeh Khabaz Mafinejad, Maryam Tajik, Hamideh Moosapour, Taha Bayat, and Fatemeh Mohseni. "Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study." Journal of Educational Evaluation for Health Professions 18 (July 5, 2021): 14. http://dx.doi.org/10.3352/jeehp.2021.18.14.

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Purpose: Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.Methods: A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.Results: Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).Conclusion: The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

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Gadzella, Bernadette M., Kent Hartsoe, and James Harper. "Critical Thinking and Mental Ability Groups." Psychological Reports 65, no. 3 (December 1989): 1019–26. http://dx.doi.org/10.2466/pr0.1989.65.3.1019.

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This study investigated the effects of teaching critical thinking using different approaches. 118 university students, who were identified as being of high, average, and low mental abilities, participated in the study. Analysis confirmed that critical thinking can be taught effectively. The students of high and average mental ability reported higher scores on a critical thinking test after information and exercises on critical thinking were given to them. A different approach in teaching critical thinking would be needed with the students of low mental ability if they are to profit from the information.

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Yulian, Ryani. "The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education." Studies in English Language and Education 8, no. 2 (May 3, 2021): 508–22. http://dx.doi.org/10.24815/siele.v8i2.18366.

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The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

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Siew, Nyet Moi, and Ruslan Mapeala. "THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS’ SCIENCE CRITICAL THINKING." Journal of Baltic Science Education 15, no. 5 (October 25, 2016): 602–16. http://dx.doi.org/10.33225/jbse/16.15.602.

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This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders’ science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students’ pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. Key words: critical thinking, fifth graders, problem-based learning, thinking maps.

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Molla, Yohannes Sisay. "Upper Primary Learners’ Level of Critical Thinking Skill and Its Effect on Students’ English Language Achievement in relation with Sex." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 4, 2019): 54–63. http://dx.doi.org/10.33258/birle.v2i4.470.

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The present study examined the nature of upper second cycle elementary school students’ critical thinking ability, investigated the correlation of critical thinking skill with learners’ English language achievement and sex, and explored the effect of critical thinking ability on learners' English language achievement. The study involved 99 grade seven students from two government full cycle primary schools in Woldia town. In order to gather data, standardized critical thinking test was administered and semester based learners’ English language achievement scores were used. So, T-test, Pearson product moment correlation and linear regression ware employed to analyze the data. Results of t-test applied to analyze the critical thinking test results revealed that participants’ level of critical thinking skill was very low, and the mean difference between female and male students’ critical thinking score was not statistically significant. However, the result of Pearson product moment correlation coefficient showed that there was a positive significant correlation between the critical thinking ability and English language achievement; whereas, correlation was not found between learners’ critical thinking proficiency and sex. The finding from the linear regression also exposed that learners’ critical thinking proficiency could predict approximately 36 % of learners’ English language achievement. Finally, the researchers made conclusions and forwarded recommendations based on the findings.

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Qoura, Ali A., and Faten A. Zahran. "he Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement." English Language Teaching 11, no. 9 (August 13, 2018): 68. http://dx.doi.org/10.5539/elt.v11n9p68.

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The aim of this study was to determine the effectiveness of the 6+1 trait writing model on ESP university students' critical thinking and writing achievement. It was assumed that students who receive training using the 6+1 trait writing model would reveal greater gains in critical thinking and writing achievement. Six instruments -designed by the researchers- included: (critical thinking skills checklist, writing skills checklist, critical thinking skills test, writing skills test and scoring rubric for critical thinking and analytic scoring rubric for writing) were used for data collection. Results revealed that the traditional method used to teach writing is not as effective as the 6+1 trait writing model that developed critical thinking and writing achievement. The experimental group outdid their counterparts in the control group in critical thinking and writing performance test scores.

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Fawkes, Don, Bill O’meara, Dave Weber, and Dan Flage. "Examining the Exam: A Critical Look at The California Critical Thinking Skills Test." Science & Education 14, no. 2 (February 2005): 117–35. http://dx.doi.org/10.1007/s11191-005-6181-4.

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Noer, Sri Hastuti. "Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions." Jurnal Riset Pendidikan Matematika 5, no. 1 (May 26, 2018): 108. http://dx.doi.org/10.21831/jrpm.v5i1.16809.

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This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

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Journal articles on the topic 'Cornell Critical Thinking Test'

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