Faculty Approaches to Assessing Critical Thinking in the Humanities and the Natural and Social Sciences: Implications for General Education

Nicholas, Mark C.; Labig, Chalmer E.

doi:10.1353/jge.2013.0022

Cited by 5 publications

(3 citation statements)

References 27 publications

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“…In practice, it would be better if an interdisciplinary approach is used [37,38], and a mixed assessment form could be used in this model. The contextual nature of critical thinking is a concept, its complex interactions with disciplinary knowledge approaches, and diverse and complex epistemologies, for assessors of critical thinking for pedagogy, curriculum, and assessment [39,40]. All scientific fields can ultimately use the implementation of authentic assessment, but it must be adapted to the epistemology and conform the learning outcomes in its application.…”

Section: Peer Reviewmentioning

confidence: 99%

Authentic Assessment Implementation in Natural and Social Science

et al. 2021

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Assessment methods are important to create qualified graduates who are ready to face the real world. Authentic assessment is considered to be the most effective method to achieve this. The application of authentic assessment is often universal. However, there is a difference between natural sciences and social sciences. If it is used for different scientific constructions, then the authentic assessment should also be different. Therefore, there is a need for authentic implementation research in these two fields of science. This research is survey research with quantitative descriptive method. This study focuses on the analysis of differences in implementation of the assessment carried out, assignment techniques, assessment components, and post-assessment at the State University of Malang in two different fields of science, namely natural sciences and social sciences. The population in this study was 1069 lecturers represented by 270 sample lecturers. There are 106 (39.26%) samples of lecturers representing 388 (36.3%) lecturer populations from 2 natural fields and 164 (60.74%) samples representing 681 (63.7%) lecturer populations from 6 social fields. The analysis is carried out by comparing the results of each aspect of the assessment implementation in the two fields. Almost all aspects of authentic assessment between the natural and social sciences had no difference. The only differences were in the assessment form and individual assignment techniques that were performed. Social science conducted non-test assessment only higher than the natural science. Measured tests were primarily used in the natural science using Higher-Order Thinking Skills questions. Performance test was mostly conducted in social science.

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Section: Peer Reviewmentioning

confidence: 99%

Authentic Assessment Implementation in Natural and Social Science

et al. 2021

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“…On the other hand, the specifists' view about critical thinking is that it is a domain‐specific skill and that the type of critical thinking skills required for nursing would be very different from those practiced in engineering (Tucker, ). To date, much of the debate remains at the theoretical level, with little empirical evidence confirming the generalization or specificity of critical thinking (Nicholas & Labig, ). One empirical study has yielded mixed findings.…”

Section: Part I: Current State Of Assessments Research and Challengesmentioning

confidence: 99%

Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment

Liu

Frankel

Roohr

2014

ETS Research Report Series

206

178

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Critical thinking is one of the most important skills deemed necessary for college graduates to become effective contributors in the global workforce. The first part of this article provides a comprehensive review of its definitions by major frameworks in higher education and the workforce, existing assessments and their psychometric qualities, and challenges surrounding the design, implementation, and use of critical thinking assessment. In the second part, we offer an operational definition that is aligned with the dimensions of critical thinking identified from the reviewed frameworks and discuss the key assessment considerations when designing a next‐generation critical thinking assessment. This article has important implications for institutions that are currently using, planning to adopt, or designing an assessment of critical thinking.

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“…Under such circumstances, the number of studies reporting on how to cultivate EFL learners' CT skills is increasing (e.g., Mineshima & Imai, 2017;Takeda, 2016). However, CT assessment for EFL learners is rarely discussed, largely owing to the lack of a widely accepted definition of CT (e.g., Nicholas & Labig Jr., 2013) and scarcity of assessment tools designed for EFL learners (Reid & Chin, 2021).…”

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confidence: 99%

Development and validation of an English test measuring EFL learners’ critical thinking skills

et al. 2022

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Addressing the lack of English tests that measure critical thinking (CT) abilities of EFL learners, this study aims to develop an English Critical Thinking Test (ECTT) designed to measure the consistency, analysis, and inference CT skills. It is a follow-up to a pilot study to accumulate validity evidence for the use of the ECTT. A total of 262 Japanese EFL learners who were first-year college students took the ECTT, a Japanese Critical Thinking Test (JCTT), and an English proficiency test (EPT). The result of the internal structures of ECTT and JCTT revealed that both CT tests fit two-factor models better than three-factor models, with consistency as one factor and analysis and inference as the other factor. This implies that it is difficult to measure the CT skills’ hierarchical nature. However, the model that included the three tests fit the data well and indicated moderately high correlations between the ECTT and EPT (r = .64) and between the ECTT and JCTT (r = .55). In addition, we confirmed that the skills that test-takers needed most in solving questions in each of the three CT sections (i.e., consistency, analysis, and inference CT skills) of the ECTT were as intended. Based on these findings, the validation of the ECTT has been improved; ECTT can be used for EFL learners at upper secondary and university levels in Japan.

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Faculty Approaches to Assessing Critical Thinking in the Humanities and the Natural and Social Sciences: Implications for General Education

Cited by 5 publications

References 27 publications

Authentic Assessment Implementation in Natural and Social Science

Authentic Assessment Implementation in Natural and Social Science

Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment

Development and validation of an English test measuring EFL learners’ critical thinking skills

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