Development of a new critical thinking test using item response theory.

Abstract

The authors describe the initial development of the Wagner Assessment Test (WAT), an instrument designed to assess critical thinking, using the 5-faceted view popularized by the Watson-Glaser Critical Thinking Appraisal (WGCTA; G. B. Watson & E. M. Glaser, 1980). The WAT was designed to reduce the degree of successful guessing relative to the WGCTA by increasing the number of response alternatives (i.e., 80% of WGCTA items are 2-alternative, multiple-choice), a change that was hypothesized to result in more desirable test information and standard-error functions. Analyses using the 3-parameter logistic item response theory (IRT) model in a sample of undergraduates (N = 407) supported this prediction, even when the WAT item pool was shortened to match the length of the WGCTA. Convergent validity between full-pool IRT score estimates was r = .69. Implications for subsequent research on IRT-based measurement of critical thinking are discussed.

Assessing and Teaching Critical Thinking in Communication Science and Disorders

“…Several of them and some of their characteristics are displayed in Table 1. These instruments use response formats that include multiple choice selections, Likertscale ratings, short answer essays, and combinations of open ended and forced choice responses (e.g., Ennis & Weir, 1985;Facione, 1990;Halpern, 2010;Stein & Haynes, 2011;Wagner & Harvey, 2006). Several of the critical thinking assessment tools such as the Cornell Critical Thinking Test (Ennis & Millman, 1985), the California Critical Thinking Disposition Inventory (Facione, Facione, & Giancarlo, 1996), the California Critical Thinking Skills Test (Facione, 1990), and the Watson-Glaser Critical Thinking Appraisal (Watson & Glaser, 1980) have been standardized using college student samples.…”

A Systematic Review of Critical Thinking Instruments for Use in Dental Education

“…Gadzella and Baloglu found moderate to strong validity and reliability of the WGCTA for measuring critical thinking in education majors 39 . Adequate convergent validity and strong internal reliability were reported for the WAT, which is based on the WGCTA 40 – 43 . The developer of the WCTA reported content validity, as well as extensive construct validation, evidence of criterion‐related validity, and strong reliability estimates 23…”

Regards sur les pratiques critiques manifestées par des élèves du secondaire dans le cadre d’une réflexion éthique menée en îlot interdisciplinaire de rationalité

“…Entre autres catégories, il y a les tests à choix multiples ou à réponses uniques centrés sur les habiletés de raisonnement (v.g. California Critical Thinking Skills Test [Facione, 1990]; Cornell Critical Thinking Test, [Ennis & Milman, 1985]; New Jersey Test of Reasoning skills, [Shipman,1983]; Test of Everyday Reasoning, [Facione, 1998]; Wagner Assessement Test, [Wagner & Harvey, 2006]; Watson-Glaser Critical Thinking Appraisal, [Waston & Glaser,1980]); des tests à choix multiples et à réponses uniques centrés à la fois sur les habiletés de raisonnement et sur les dispositions 7 (v.g. New Jersey Test of Thinking Skills [Shipman,1983]; California Critical Thinking Dispositions Inventory, [Facione & Facione,1992]; Minnesota Critical Thinking Test, [Edman, Bart et Robey, 2000 ;Edman, Robey et Bart, 2002); des tests combinant des questions à réponses uniques et des questions ouvertes à courts développements (v.g.…”