Enhancing students' critical thinking (CT) skills is an essential goal of higher education. This article presents a systematic approach to conceptualizing and measuring CT. CT generally comprises the following mental processes: identifying, evaluating, and analyzing a problem; interpreting information; synthesizing evidence; and reporting a conclusion. We further posit that CT also involves dealing with dilemmas involving ambiguity or conflicts among principles and contradictory information. We argue that performance assessment provides the most realistic-and most credible-approach to measuring CT. From this conceptualization and construct definition, we describe one possible framework for building performance assessments of CT with attention to extended performance tasks within the assessment system. The framework is a product of an ongoing, collaborative effort, the International Performance Assessment of Learning (iPAL). The framework comprises four main aspects: (1) The storyline describes a carefully curated version of a complex, real-world situation. (2) The challenge frames the task to be accomplished (3). A portfolio of documents in a range of formats is drawn from multiple sources chosen to have specific characteristics. (4) The scoring rubric comprises a set of scales each linked to a facet of the construct. We discuss a number of use cases, as well as the challenges that arise with the use and valid interpretation of performance assessments. The final section presents elements of the iPAL research program that involve various refinements and extensions of the assessment framework, a number of empirical studies, along with linkages to current work in online reading and information processing.

The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’ needs). These approaches could help instructors design online education that engages the whole person.

PurposeApplications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.Design/methodology/approachThis comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.FindingsSchools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).Originality/valueEmpirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.

Aims Paroxysmal nocturnal hemoglobinuria (PNH) is a rare and life-threatening intravascular hematologic disorder with significant morbidity and premature mortality. Clinical trials (NCT02946463 and NCT03056040) comparing ravulizumab with eculizumab for PNH have supported the non-inferiority of the former and similar safety and tolerability. This secondary analysis compared PNH trial participants after 26 weeks on either treatment (n = 438) to a general-population sample (GenPop) (n = 15,386) and investigated response-shift effects. Methods Multivariate analysis of covariance (MANCOVA) investigated function and symptom scores on the European Organisation for Research and Treatment of Cancer (EORTC) QLQ-C30 of people with PNH as compared to GenPop, after covariate adjustment. Risk-factor groups were created based on clinical indicators known to be associated with worse PNH outcomes, and separate MANCOVAs were computed for lower- and higher-risk-factor groups. Differential item functioning (DIF) analyses examined whether item response varied systematically (1) by treatment, (2) compared to GenPop, and (3) over time, the latter two suggesting and reflecting response-shift effects, respectively. DIF analyses examined 24 items from scales with at least two items. Recalibration response shift was operationalized as uniform DIF over time, reflecting the idea that, for a given group, the difficulty of endorsing an item changes over time, after adjusting for the total subscale score. Reprioritization response shift was operationalized as non-uniform DIF over time, i.e., the relative difficulty of endorsing an item over time changes across the total domain score. Results Across PNH risk-factor levels, people who had been on either treatment for 26 weeks reported better-than-expected functioning and lower symptom burden compared to GenPop. Ravulizumab generally showed larger effect sizes. Results were similar for lower and higher PNH risk factors, with slightly stronger effects in the former. DIF analyses revealed no treatment DIF, but did uncover group DIF (9 items with uniform DIF, and 11 with non-uniform) and DIF over time (7 items with uniform DIF, and 3 with non-uniform). Conclusions This study revealed that people with PNH on ravulizumab or eculizumab for 26 weeks reported QOL levels better than those of the general population. Significant effects of DIF by group and DIF over time support recalibration and reprioritization response-shift effects. These findings suggest that the treatments enabled adaptive changes.