Assessing students' critical thinking performance: Urging for measurements using multi-response format
Assessing students' critical thinking performance: Urging for measurements using multi-response format
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DOI：
10.1016/j.tsc.2009.02.001
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发表时间：
2009-01-01
影响因子：
3.7
通讯作者：
Ku, Kelly Y. L.
中科院分区：
文献类型：
--
作者：
Ku, Kelly Y. L.
本文讨论了批判性思维评估中的模糊性。本文首先回顾了批判性思维的构成要素。然后讨论了常用的批判性思维测试的特点和问题，以及它们在多大程度上与批判性思维的概念化相兼容。本文认为，批判性思维测试采用单一的多项选择回答格式的措施，只有认识或知识水平，并没有充分捕捉考生的性格特征。多项选择的回答形式并没有揭示考生选择特定答案的潜在推理，也没有反映考生在自发情况下的批判性思考能力。而允许以多项选择和开放式格式回答的测量使得有可能评估个人在识别正确回答的能力之上对思维技能的自发应用。为有效评估学生的批判性思维表现，应采用多反应形式的评估。(C)2008爱思唯尔有限公司保留所有权利。
The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers' underlying reasoning for choosing a particular answer, nor does it reflect test-takers' ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals' spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students' critical thinking performance. (C) 2008 Elsevier Ltd. All rights reserved.