Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students

Hyytinen, Heidi; Nissinen, Kari; Ursin, Jani; Toom, Auli; Lindblom‐Ylänne, Sari

doi:10.1016/j.stueduc.2014.11.001

Cited by 31 publications

(45 citation statements)

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“…The task developed for the performance assessment needs to incorporate all five facets enumerated above. Our previous studies have concentrated on the cognitive dimensions of CT (1–4 above; Hyytinen et al ., , ; cf. Halpern, ).…”

Section: Theoretical and Methodological Backgroundmentioning

confidence: 99%

“…Thus, CT covers a set of cognitive skills and affective dispositions (The American Philosophical Association, ). Previous research has shown that there is a huge variety in CT skills among university students in the different phases of their studies (e.g., Arum & Roksa, ; Hyytinen et al ., , ). In addition to CT, the complex decision‐making situations often require capacity to make moral judgements, that is, consider moral and ethical attributes that are associated with a situation (Dewey, ; Greene, ; Haidt, ; Toom, Husu, & Tirri, ).…”

Section: Introductionmentioning

confidence: 99%

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Developing a performance assessment task in the Finnish higher education context: Conceptual and empirical insights

Hyytinen

Toom

2019

Brit J of Edu Psychol

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Background Performance assessment development is a three‐phase process of (1) defining the construct of what is to be measured, (2) constructing the test items, task, and scoring criteria, and (3) collecting empirical evidence on extent to which they tap into the intended construct. Aims In the light of the three‐phase process, this pilot study presents the development of performance assessment for research on critical thinking and moral judgement to be utilized in the Finnish higher education context. In particular, it explores the cognitive processes and moral judgement that occur while completing the assessment and how both task and respondent characteristics are associated with these processes. Sample The study was conducted with five participants drawn from purposeful sampling. Methods We collected the data from cognitive laboratories with think‐alouds and interviews. The data were analysed using a qualitative abductive approach. Results The instructions together with sources given for completing the assessment triggered participants’ critical and moral judgement. The results also indicate that the performance assessment being developed has relevance to everyday life. The theme of assessment was experienced meaningful, and it maintained the participants’ interest throughout the completion of the task. The assessment was open‐ended and allowed multiple lines of thinking. The participants perceived the task as being challenging. The prior knowledge of the participants, their integrity, and capability to monitor thinking and performance was related to the ways of performing the task. Conclusions Based on preliminary evidence drawn from the pilot data, the study concludes by outlining the strengths of the task as well as modifications that are needed in order to develop this specific performance assessment further.

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Section: Theoretical and Methodological Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing a performance assessment task in the Finnish higher education context: Conceptual and empirical insights

Hyytinen

Toom

2019

Brit J of Edu Psychol

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“…Pernyataan ini memberikan suatu bentuk keterampilan berpikir kritis dimulai dengan melakukan proses analisis suatu kasus kemudian memberikan gagasan sesuai dengan bukti pada akhirnya adalah mampu untuk mengambil suatu keputusan dalam penyelesaian masalah. Hyytinen et al (2015) juga menjelaskan penjabaran terkait keterampilan berpikir kritis adalah kemampuan dalam hal menganalisis, menginterprestasi, mengevaluasi informasi dan memecahkan masalah.…”

Section: Hasil Dan Pembahasanunclassified

Pengembangan Petunjuk Praktikum Ipa Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP

Wahyuni

2015

JPMIPA

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ABSTRAKPenelitian ini bertujuan mengembangkan petunjuk praktikum IPA yang valid dalam meningkatkan kemampuan berpikir kritis siswa SMP. Indikator kemampuan berpikir kritis siswa mencakup interprestasi, analisis, evaluasi dan inferensi. Penelitian ini merupakan penelitian Research and Development dengan metode Analysis, Design, Development, Implementation and Evaluation (ADDIE). Validasi ahli dilakukan dengan uji expert terkait dengan format, isi/materi, dan bahasa, sedangkan uji coba produk diberikan kepada 35 siswa di salah satu SMP di Jember. Instrumen yang digunakan adalah dokumentasi, lembar validasi, lembar observasi, pretest dan posttest. Hasil tes maupun praktikum menunjukkan adanya peningkatan kemampuan berpikir kritis siswa. Berdasarkan indikator kemampuan berpikir kritis diperoleh nilai ratarata Ngain 0,5 dengan interpretasi sedang. Pengembangan petunjuk praktikum IPA yang dikembangkan dalam kategori layak sehingga cukup efektif dalam meningkatkan kemampuan berpikir kritis siswa.Kata kunci: Petunjuk Praktikum, Ilmu Pengetahuan Alam (IPA), Kemampuan Berpikir Kritis. ABSTRACTThis research aims to develop practical guideline of natural science that can improve critical thinking skills in junior high school students. Indicators of students' critical thinking skills include interpretation, analysis, evaluation and inference. This study was a Research and Development with Analysis method, Design, Development, Implementation and Evaluation (ADDIE). Validation associated with test format, content/material, and language was done by experts, while the implementation was given to 35 students in one of Junior High Schools in Jember. The instruments used are documentation, validation sheets, observation sheets, pretest and posttest. Written and lab test results showed an increase in students' critical thinking skills. Based on indicators of critical thinking skills Ngain value was 0.5, in which it was categorized as moderate. Practical guideline of natural science developed was considered as decent and quite effective in improving students' critical thinking skills.Keywords: Practical guideline, Natural Science, Critical Thinking Skills. PENDAHULUANPembelajaran IPA merupakan suatu proses pembelajaran yang menekankan pada gejala-gejala alam beserta hubungannya antar gejala tersebut, sehingga dalam proses pembelajaran IPA tidak hanya menekankan pada segi kognitif saja, melainkan juga meliputi sikap, proses, produk dan aplikasi yang harus dilakukan secara menyeluruh. Pembelajaran IPA memerlukan suatu keterampilan dalam mengkaitkan antar konsep dan penggalian bukti. IPA sebagian besar dibangun atas dasar rasa ingin tahu, tidak hanya tentang objek yang akan diteliti, tetapi juga merupakan peran sebagai peneliti dan proses transformasi pribadi selama penyelidikan (Mutveia dan Mattssonb, 2014).Proses pembelajaran IPA merupakan suatu kegiatan yang meliputi observasi, membuat hipotesis, merencanakan dan melaksanakan eksperimen, evaluasi data pengukuran, dan sebagainya, sedangkan produk pembelajaran IPA merupakan hasil dari ...

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Section: Introductionmentioning

confidence: 99%

“…Continual efforts have been made to define generic or discipline-general competences and their measurement (e.g., Greiff et al, 2014;Hyytinen, Nissinen, Ursin, Toom, & Lindblom-Ylänne, 2015;Kember & Leung, 2009;OECD, 2013;Shavelson, 2010;Strijbos, Engels, & Struyven, 2015). Prior research and available assessment instruments have primarily focused on explicating individual dimensions of generic competences, including, e.g., critical and analytical thinking (e.g., Hyytinen et al, 2015;Kember & Leung, 2009), problem-solving (Neubert, Mainert, Kretzschmar, & Greiff, 2015), self-management of learning, communication skills, and information and digital literacy (e.g., Strijbos et al, 2015;Young & Chapman, 2010). Other research has shown that there are collective dimensions to be taken into account in competence development: collaborative idea generation and knowledge production, as well as epistemic, regulative, and metacognitive competence utilized in shared knowledge advancement (Damşa, 2014;Damşa, Kirschner, Andriessen, Erkens, & Sins, 2010;Hadwin, Järvelä, & Miller, 2011;Muukkonen & Lakkala, 2009;Panadero, Kirschner, Järvelä, Malmberg, & Järvenoja, 2015).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts

Muukkonen

Lakkala

Lahti-Nuuttila

et al. 2019

Scandinavian Journal of Educational Research

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The necessity to learn competence for collaborative knowledge work during higher education (HE) is accepted widely, but continued work is required to explicate how to define and assess such competence. In this article, the development and validation of a questionnaire for assessing the development of collaborative knowledge work competence is based on object-bound collaborative knowledge creation practices. In total, 546 students responded to a questionnaire on Collaborative Knowledge Practices (CKP). The data were analysed for measurement invariance for two groups of HE students in media engineering and life sciences. Seven scales of the CKP were found to measure course-related learning of collaboration, integration of personal and collective efforts, development through feedback, persistent development of knowledge objects, understanding of different disciplines and related expertise, interdisciplinary collaboration, and using digital technology. The CKP questionnaire scales can be used as a generic self-evaluation tool for students on course-based learning outcomes. ARTICLE HISTORY

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Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students

Cited by 31 publications

References 30 publications

Developing a performance assessment task in the Finnish higher education context: Conceptual and empirical insights

Developing a performance assessment task in the Finnish higher education context: Conceptual and empirical insights

Pengembangan Petunjuk Praktikum Ipa Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP

Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts

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