Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment. (2nd June 2014)

• Record Type: Journal Article
• Authors: Liu, Ou Lydia; Frankel, Lois; Roohr, Katrina Crotts
• Is Part Of: ETS research report series. Volume 1(2014)
• Page Start: 1
• Page End: 23
• Publication Date: 2014-06-02
• Subjects: Critical thinking -- student learning outcomes -- higher education -- next‐generation assessment; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; Universities and colleges -- United States -- Entrance examinations; Universities and colleges -- United States -- Graduate work -- Examinations; Graduate Record Examination; Educational tests and measurements; Social sciences; Education -- Research; Education -- Research; Educational tests and measurements; Graduate Record Examination; Social sciences; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; United States; 378
• DOI: 10.1002/ets2.12009
• Languages: English
• ISSNs: 2330-8516

Abstract

Abstract: 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. Abstract : Report Number: ETS RR–14–10