Computer‐based performance approach for critical thinking assessment in children
Bibliographic Data
| ID | 9614388 |
|---|---|
| Authors | Irina Uglanova (0000-0001-9117-5997, Institute of Education HSE University Moscow Russia, corresponding author), Ekaterina Orel (0000-0002-9100-0713, Institute of Education HSE University Moscow Russia), Daria Gracheva (0000-0002-4646-7349, Institute of Education HSE University Moscow Russia), Ksenia Tarasova (0000-0002-3915-3165, Institute of Education HSE University Moscow Russia) |
| Year | 2023 |
| Volume | 93 |
| Issue | 2 |
| Pages | 531-544 |
| Publication date | 2023-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12576 |
| PMID | 36564176 |
| OpenAlex | W4312115547 |
| Language | EN |
| References cited | 29 |
BACKGROUND: Critical thinking (CT) has been identified as one of the key skills in the modern world. Despite a variety of CT assessment systems for secondary school and higher education, there is a shortage of CT assessments for children. AIMS: To fill the gap, we developed a computer-based performance assessment (CPBA) of CT with automatic scoring. In the study, we analysed: (1) To what extent is the internal structure of the critical thinking assessment tool confirmed? (2) What are the patterns of students' behaviour within the CPBA? (3) To what extent is the convergent validity of the CPBA supported? SAMPLE AND METHODS: The sample consists of 1689 students, aged 9-11 years. To answer the research questions, the following quantitative data analysis methods were selected. The Bayesian Network was applied to investigate the internal structure. Latent Class Analysis was used to investigate the patterns of students' behaviour. To verify the convergent validity, the students were asked to solve the standardized math and language literacy tests. RESULTS AND CONCLUSIONS: The theoretically expected internal structure of the CPBA was confirmed: the two-factor structure (the Analysis of information and the Making inferences subskills of CT) describes the data appropriately. Moreover, CT was described not as a list but as a sequence of cognitive operations. Four different strategies that lead to different results of CT were revealed. A weak positive correlation between the results of the CPBA and the achievement tests confirmed the test validity
Achievement test · Cognition · Cognitive psychology · Convergent validity · Critical thinking · Developmental psychology · Item analysis · Mathematics education · Psychometrics · Sample (material) · Standardized test · Test (biology) · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Psychology · Science Education and Pedagogy
Assessment and Teaching of 21st Century Skills
General Methods for Monitoring Convergence of Iterative Simulations
Scaling Performance Assessments
Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students
Critical thinking and science education
Critical Thinking and Subject Specificity
Critical thinking assessment
| Highly cited | No |
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