Developing a performance-based assessment of students’ critical thinking skills

Measurement of New Attributes for Chile's Admissions System to Higher Education

“…In addition, the relatively lower agreement rate observed among scorers for this instrument indicates that raters need clearer scoring guidelines, more precise instructions, or tighter supervision. The interrater agreement observed in the other two scored instruments (the critical thinking essay and EBAF) is similar to that found in other studies (Blattner, 2002).…”

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers

“…Critical thinking is understood to include both a cognitive dimension and a disposition dimension (e.g., reflective thinking) and is defined as “purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considera­tions upon which that judgment is based” ( Facione, 1990, p. 3 ). Although various other definitions of critical thinking have been proposed, researchers have generally coalesced on this consensus: expert view ( Blattner and Frazier, 2002 ; Condon and Kelly-Riley, 2004 ; Bissell and Lemons, 2006 ; Quitadamo and Kurtz, 2007 ) and the corresponding measures of critical-­thinking skills ( August, 2016 ; Stephenson and Sadler-McKnight, 2016 ).…”

Warts and all: Using student portfolio outcomes to facilitate a faculty development workshop

“…Instead of basing evaluation on a student's single, timed impromptu essay as is sometimes customary (e.g., Blattner & Frazier, 2002), the portfolio method that integrated revised and edited essays seemed more in line with the context of our program's goals. The portfolio letters included the students' awareness of multiple drafts to create a successful text (WPA, 2000) and explanations of their writing strategies; additionally, the portfolios themselves reveal evidence of multiple samples with different audiences (Murphy, 1999, p. 129).…”

“…Condon & Kelly-Riley, 2004), "critical thinking" studies and tests continually add to methods that help the students develop their ideas beyond the superficial. For instance, Blattner andFrazier (2002, citing Ennis, 1993) affirmed that further purposes of critical thinking tests included "diagnosing strengths and weaknesses of students' critical thinking abilities, providing feedback to their students about their critical thinking skills, challenging students to improve their critical thinking abilities, and informing teachers about their students' critical thinking capabilities and how the instruction in their classrooms might have contributed to that development" (2000, pp. 2-3).…”