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Business Critical Thinking Skills Test

The purpose of assessment in instruction is improvement. The purpose of assessing instruction for critical thinking is improving the teaching of discipline based thinking (historical, biological, sociological, mathematical thinking…). It is to improve students’ abilities to think their way through content, using disciplined skill in reasoning. The more particular we can be about what we want students to learn about critical thinking, the better can we devise instruction with that particular end in view.

For deeper understanding of the relationship between critical thinking assessment and instruction, read the white paper on consequential validity by Richard Paul and Linda Elder:

The Foundation for Critical Thinking offers assessment instruments which share in the same general goal: to enable educators to gather evidence relevant to determining the extent to which instruction is teaching students to think critically (in the process of learning content).

To this end, the fellows of the Foundation recommend:

  1. that academic institutions and units establish an oversight committee for critical thinking
     
  2. that this oversight committee utilize a combination of assessment instruments (the more the better) to generate incentives for faculty (by providing the faculty with as much evidence as feasible of the actual state of instruction for critical thinking).

The following instruments are available to generate evidence relevant to critical thinking teaching and learning:

  1. Course Evaluation Form: provides evidence of whether, and to what extent, students perceive faculty as fostering critical thinking in instruction (course by course). Machine scoreable.
  2. Critical Thinking Subtest: Analytic Reasoning: provides evidence of whether, and to what extent, students are able to reason analytically. Machine scoreable (currently being developed).
  3. Critical Thinking: Concepts and Understandings: provides evidence of whether, and to what extent, students understand the fundamental concepts embedded in critical thinking (and hence tests student readiness to think critically). Machine scoreable
  4. Fair-mindedness Test: provides evidence of whether, and to what extent, students can reason effectively between conflicting view points (and hence tests student ability to identify strong and weak arguments for conflicting positions in reasoning). Machine scoreable. (currently being developed).
  5.  Critical Thinking Reading and Writing Test: Provides evidence of whether, and to what extent, students can read closely and write substantively (and hence tests student ability to read and write critically). Short Answer.
  6. International Critical Thinking Test: provides evidence of whether, and to what extent, students are able to analyze and assess excerpts from textbooks or professional writing. Short Answer.
  7. Commission Study Protocol for Interviewing Faculty Regarding Critical Thinking: provides evidence of whether, and to what extent, critical thinking is being taught at a college or university (Can be adapted for High School). Based on the California Commission Study. Short Answer.
  8. Foundation for Critical Thinking Protocol for Interviewing Faculty Regarding Critical Thinking: provides evidence of whether, and to what extent, critical thinking is being taught at a college or university (Can be adapted for High School). Short Answer
  9. Foundation for Critical Thinking Protocol for Interviewing Students Regarding Critical Thinking: provides evidence of whether, and to what extent, students are learning to think critically at a college or university (Can be adapted for High School). Short Answer. 
  10. Criteria for critical thinking assignments.  Can be used by faculty in designing classroom assignments or by administrators in assessing the extent to which faculty are fostering critical thinking.
  11. Rubrics for assessing student reasoning abilities. A useful tool in assessing the extent to which students are reasoning well through course content.  

All of the above assessment instruments can be used as part of pre- and post- assessment strategies to gauge development over various time periods.

{"id":"400","title":"","author":"","content":"<!--- \r\n<table width=\"200\" height=\"299\" cellspacing=\"1\" cellpadding=\"3\" border=\"0\" bgcolor=\"navy\" align=\"right\" summary=\"\">\r\n<tbody>\r\n<tr bgcolor=\"white\">\r\n<td valign=\"top\" style=\"background-image: url(http://www.criticalthinking.org/image/pimage/Testing-pencil1.jpg); background-repeat: no-repeat;\" _mce_style=\"background-image: url(http://www.criticalthinking.org/image/pimage/Testing-pencil1.jpg); background-repeat: no-repeat;\">\r\n<div align=\"center\"><font color=\"#ffffff\"><b>National Academy on </b></font><font ><br /> </font> <font color=\"#ffffff\"><b>Critical Thinking</b></font><br /> <font color=\"#000066\"><b>Testing and Assessment</b></font></div>\r\n<br /> <br />\r\n<div align=\"center\"><font ><b>How Can We Best Test and Assess Critical Thinking?</b></font><br /> <br /> <br /> <font ><b>A Three-Day Academy<br /> <font color=\"#808080\"><font color=\"#993300\"> September 11-13, 2007<br /> **this event has ended**</font><br /> </font></b></font><font color=\"#0000ff\"><b> <br /> <a href=\"http://www.criticalthinking.org/conference/Testing-Assessment.cfm\" _mce_href=\"http://www.criticalthinking.org/conference/Testing-Assessment.cfm\" style=\"; font-weight: bold;\" _mce_style=\"font-weight: bold;\"><b>Click to Read More...</b></a><br /> <a href=\"http://www.criticalthinking.org/store-page.cfm?PageID=630&CategoryID=1&P=conference&itemID=266\" _mce_href=\"http://www.criticalthinking.org/store-page.cfm?PageID=630&amp;CategoryID=1&amp;P=conference&amp;itemID=266\" style=\"; font-weight: bold;\" _mce_style=\"font-weight: bold;\"><b><br /> </b></a> </b></font></div>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n--->\r\n<p><span><a href=\"http://www.criticalthinking.org/assessment/machine_test.cfm\"><img src=\"http://www.criticalthinking.org/image/pimage/CT_Test_onlineAd.jpg\" alt=\"Critical ThinkingBasic Understandings Online Test\" hspace=\"5\" align=\"right\" /></a></span><span>The purpose of assessment in instruction is improvement. The purpose of assessing instruction for critical thinking is improving the teaching of discipline based thinking (historical, biological, sociological, mathematical thinking&hellip;). It is to improve students&rsquo; abilities to think their way through content, using disciplined skill in reasoning. The more particular we can be about what we want students to learn about critical thinking, the better can we devise instruction with that particular end in view.</span></p>\r\n<p><span>For deeper understanding of the relationship between critical thinking assessment and instruction, read the white paper on consequential validity by Richard Paul and Linda Elder:</span></p>\r\n<ul>\r\n<li><a href=\"http://www.criticalthinking.org/files/White%20PaperAssessmentSept2007.pdf\" target=\"_blank\"><strong><span>Consequential Validity: Using Assessment to Drive Instruction</span></strong></a></li>\r\n</ul>\r\n<p><span>The Foundation for Critical Thinking offers assessment instruments which share in the same general goal: to enable educators to gather evidence relevant to determining the extent to which instruction is teaching students to think critically (in the process of learning content). </span><br /> <span><br /> To this end, the fellows of the Foundation recommend:</span></p>\r\n<ol>\r\n<li><span>that academic institutions and units establish an oversight committee for critical thinking<br /> &nbsp;</span></li>\r\n<li><span>that this oversight committee utilize a combination of assessment instruments (the more the better) to generate incentives for faculty (by providing the faculty with as much evidence as feasible of the actual state of instruction for critical thinking).<br /> <br /> </span></li>\r\n</ol>\r\n<p><span><span style=\"color: #000099;\"><strong>The following instruments are available to generate evidence relevant to critical thinking teaching and learning:</strong></span></span></p>\r\n<ol type=\"1\">\r\n<li><a href=\"http://www.criticalthinking.org/files/Course_Evaluation_Form.doc\"><strong>Course Evaluation Form:</strong></a> provides evidence of whether, and to what extent, students perceive faculty as fostering critical thinking in instruction (course by course).&nbsp;Machine scoreable.</li>\r\n<li><strong>Critical Thinking Subtest: Analytic Reasoning:</strong> provides evidence of whether, and to what extent, students are able to reason analytically. Machine scoreable (currently being developed).</li>\r\n<li><a href=\"http://www.criticalthinking.org/pages/online-critical-thinking-basic-concepts-test/679\"><strong>Critical Thinking: Concepts and Understandings:</strong></a> provides evidence of whether, and to what extent, students understand the fundamental concepts embedded in critical thinking (and hence tests student readiness to think critically).&nbsp;Machine scoreable</li>\r\n<li><strong>Fair-mindedness Test:</strong>&nbsp;provides evidence of whether, and to what extent, students can reason effectively between conflicting view points (and hence tests student ability to identify strong and weak arguments for conflicting positions in reasoning).&nbsp;Machine scoreable. (currently being developed).</li>\r\n<li>&nbsp;<a style=\"font-weight: bold;\" href=\"http://www.criticalthinking.org/store/products/the-international-critical-thinking-reading-and-writing-test/257\">Critical Thinking Reading and Writing Test:</a> Provides evidence of whether, and to what extent, students can read closely and write substantively (and hence tests student ability to read and write critically).&nbsp;Short Answer.</li>\r\n<li><a style=\"font-weight: bold;\" href=\"http://www.criticalthinking.org/assessment/ICAT-info.cfm\">International Critical Thinking Test:</a> provides evidence of whether, and to what extent, students are able to analyze and assess excerpts from textbooks or professional writing.&nbsp;Short Answer.</li>\r\n<li><strong><a href=\"http://www.criticalthinking.org/files/Commission%20Study%20Appendix.PDF\">Commission Study Protocol for Interviewing Faculty Regarding Critical Thinking</a>: </strong>provides evidence of whether, and to what extent, critical thinking is being taught at a college or university (Can be adapted for High School).&nbsp;Based on the <a href=\"http://www.criticalthinking.org/store/products/california-teacher-preparation-for-instruction-in-critical-thinking/147\">California Commission Study</a>.&nbsp;Short Answer.</li>\r\n<li><strong>Foundation for Critical Thinking <a style=\"font-weight: bold;\" href=\"http://www.criticalthinking.org/resources/PDF/Interview%20Questions%20for%20Teachers.pdf\">Protocol for Interviewing Faculty Regarding Critical Thinking</a>: </strong>provides evidence of whether, and to what extent, critical thinking is being taught at a college or university (Can be adapted for High School).&nbsp;Short Answer</li>\r\n<li><strong>Foundation for Critical Thinking <a style=\"font-weight: bold;\" href=\"http://www.criticalthinking.org/resources/PDF/Interview%20Questions%20for%20Students.pdf\">Protocol for Interviewing Students Regarding Critical Thinking</a>:</strong> provides evidence of whether, and to what extent, students are learning to think critically at a college or university (Can be adapted for High School).&nbsp;Short Answer.&nbsp;</li>\r\n<li><strong><a href=\"http://www.criticalthinking.org/files/Criteria%20for%20CT%20Assignments.doc\">Criteria for critical thinking assignments.</a></strong>&nbsp; Can be used by faculty in designing classroom assignments or by administrators in assessing the extent to which faculty are fostering critical thinking.<a href=\"http://www.criticalthinking.org/files/Critical%20Thinking%20Grid.doc\"><br /> </a></li>\r\n<li><strong><a href=\"http://www.criticalthinking.org/files/Critical%20Thinking%20Grid.doc\">Rubrics for assessing student reasoning abilities</a>.</strong> A useful tool in assessing the extent to which students are reasoning well through course content. &nbsp; <span style=\"font-family: Arial;\"><span style=\"font-family: Arial;\"><br /> </span></span></li>\r\n</ol>\r\n<p>All of the above assessment instruments can be used as part of pre- and post- assessment strategies to gauge development over various time periods.</p>\r\n<p><br style=\"clear: both;\" /></p>","public_access":"1","public_downloads":"1","sku":"","files":[{"id":754,"filename":"data/pages/25/5d47996f9e66870c2e26307fc3feeb0a57d84a8f55f34.pdf","realfilename":"data/pages/25/5d47996f9e66870c2e26307fc3feeb0a57d84a8f55f34.pdf","title":"White Paper Assessment","order":0},{"id":755,"filename":"data/pages/0/f1932cf866b37b955d26368a3c8a22dc57d84a8f56ed3.doc","realfilename":"data/pages/0/f1932cf866b37b955d26368a3c8a22dc57d84a8f56ed3.doc","title":"Course_Evaluation_Form","order":1},{"id":756,"filename":"data/pages/18/418336441cd992e6f8c65c4ded7dbe2f57d84a8f579bc.doc","realfilename":"data/pages/18/418336441cd992e6f8c65c4ded7dbe2f57d84a8f579bc.doc","title":"Criteria for CT Assignments","order":2},{"id":757,"filename":"data/pages/75/70bf72d07d92201e3bb641a29070b28257d84a8f5849b.doc","realfilename":"data/pages/75/70bf72d07d92201e3bb641a29070b28257d84a8f5849b.doc","title":"Critical Thinking Grid","order":3},{"id":758,"filename":"data/pages/89/70c24f2faf54b6994d9f963f3b97cb6057d84a8f58ebe.pdf","realfilename":"data/pages/89/70c24f2faf54b6994d9f963f3b97cb6057d84a8f58ebe.pdf","title":"Interview Questions for Teachers","order":4}],"images":[]}

Consequential Validity


All of the above assessment instruments, when used appropriately and graded accurately, should lead to a high degree of consequential validity. In other words, the use of the instruments should cause teachers to teach in such a way as to foster critical thinking in their various subjects. In other words, for students to perform well on the various instruments, teachers will need to design instruction so that students can perform well on them. Students cannot become skilled in critical thinking without learning (first) the concepts and principles that underlie critical thinking and (second) applying them in a variety of forms of thinking: historical thinking, sociological thinking, biological thinking, etc. Students cannot become skilled in analyzing and assessing reasoning without practice in it. However, when they have routine practice in paraphrasing, summariz­ing, analyzing, and assessing, they will develop skills of mind requisite to the art of thinking well within any subject or discipline, not to mention thinking well within the various domains of human life.

{"id":401,"title":"Consequential Validity","author":"","content":"&lt;p&gt;&lt;br /&gt; All of the above assessment instruments, when used appropriately and graded accurately, should lead to a high degree of consequential validity. In other words, the use of the instruments should cause teachers to teach in such a way as to foster critical thinking in their various subjects. In other words, for students to perform well on the various instruments, teachers will need to design instruction so that students can perform well on them. Students cannot become skilled in critical thinking without learning (first) the concepts and principles that underlie critical thinking and (second) applying them in a variety of forms of thinking: historical thinking, sociological thinking, biological thinking, etc. Students cannot become skilled in analyzing and assessing reasoning without practice in it. However, when they have routine practice in paraphrasing, summariz&amp;shy;ing, analyzing, and assessing, they will develop skills of mind requisite to the art of thinking well within any subject or discipline, not to mention thinking well within the various domains of human life.&lt;br style=\"clear: both;\" /&gt;&lt;/p&gt;","public_access":"1","public_downloads":"1","sku":"","files":{},"images":{}}



How can I get ready to take a critical thinking test?

Remember, a good critical thinking test is not going to be a test of factual knowledge about critical thinking. Memorizing information and definitions is not the key. A good critical thinking test will engage you in using your critical thinking because critical thinking is a process.  Achieving greater success with critical thinking requires practice. Regularly exercising your critical thinking skills builds strength.

A critical thinking skills test engages you with questions that require you to apply your skills. Typically a critical thinking test will present some information or a scenario of some kind and then ask questions about it, but the questions will invite you to analyze or interpret the information presented, or to draw a reasonable conclusion based on that information.  A critical thinking dispositions measure typically invites the person to agree or disagree with a series of statements. 

  • To build your critical thinking skills and positive habits of mind, work through a critical thinking text book. We highly recommend THINK Critically by Dr. Peter Facione, one of our test authors.  You can purchase that book or one of the many other good critical thinking text books on the market from one of many other online book outlets such as Amazon.com. 
  • To gain an overview of critical thinking and how the skills and habits of mind go together in problem solving and decision making, we suggest the essay “ Critical Thinking: What It Is and Why It Counts ,” which you can download from our website.
  • You can also download our free app, Critical Thinking Insight.  Get started today with the free sample reasoning skills questions and sample reasoning mindset items. Then challenge yourself with the more comprehensive in app purchasable personal assessments for your self-evaluation and personal development.  Reports deliver scores and personalized analysis on key elements of your thinking plus personalized suggestions on how to strengthen your thinking. If you have been assigned an Insight Assessment thinking test for school or work, reviewing the sample questions on the app will help you get comfortable with our testing system.

Critical thinking skills and mindset can be measured—and improved.

Be sure you exercise your thinking skills today.  “A mind stretched by a new idea never goes back to its original dimensions” Oliver Wendell Holmes

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