Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes

Abstract

Goal 2 of the APA Goals for Undergraduate Major in Psychology, Scientific Inquiry and Critical Thinking, addresses the development of scientific reasoning and problem-solving, including effective research methods, in undergraduate psychology students. These skills serve as the foundation of not only introductory courses but also the entire psychology curriculum. In this article, we address why these skills are critical to help students interpret information and assess claims and review the current practice of measuring student reasoning in this domain. The reach of Goal 2 is broad, including the application of scientific reasoning to interpret psychological phenomena, the demonstration of psychology information literacy, the interpretation and execution of basic psychological research, and an understanding of sociocultural influences in scientific inquiry. We discuss the value of both formative and summative assessments in this area, offer examples of assessment tools currently in use, and provide a list of nationally normed assessments in critical thinking and scientific reasoning. We conclude with a discussion of limitations in current assessment practices and suggest possible future directions.

Integrating Critical Thinking Into Instruction, Assignments, and Discussions Improves Students’ Critical Analysis and Evaluation Skills in an Online Course

“…Wentworth and Whitmarsh (2017) used rubrics to evaluate students' ability to accurately identify violations in critical thinking in hypothetical scenarios. In a review of assessment tools for APA Goal 2, Mueller et al (2020) argue that locally developed, authentic assessments have value for both formative and summative assessment.…”

“…Lawson et al (2015) argue that critical thinking, as a multi-dimensional construct, cannot be measured with any one test. Though there are several standardized critical thinking tests available (for thorough listings, see American Psychological Association, 2013; Mueller et al, 2020), many educators develop their own assessment tools specific to the critical thinking skills they are teaching. A common approach is to assess critical thinking in students’ written work.…”

A Systematic Review on Instruments to Assess Critical Thinking & Problem-Solving Skills

“…Although the concept of CTPS skills was introduced centuries ago, assessing these skills is more complicated than expected [8]. The concept of CTPS has different definitions or characteristics depending on the particular context or discipline [9]. Mastery of CTPS skills in a subject is also challenging if it is not supported by measurement tools that can help educators assess the skills accurately [10].…”

Fostering Creativity and Critical Thinking in College: A Cross-Cultural Investigation

“…Watson-Glaser Tests for Critical Thinking ( Watson and Glaser, 1938 ) is widely recognized as the first official measure of critical thinking. Since then, numerous measurements of critical thinking have been developed to evaluate both overall and domain-specific critical thinking, such as the PCT Exam ( Lawson, 1999 ; See Mueller et al, 2020 for list of assessments). A few of the most commonly used contemporary measures of critical thinking include the Watson-Glaser Test for Critical Thinking Appraisals ( Watson and Glaser, 1980 ), Cornell Critical Thinking Test ( Ennis et al, 1985 ), and California Critical Thinking (CCT) Skills Test ( Facione and Facione, 1994 ).…”