Can We Test Validly for Critical Thinking

Bibliographic Data

ID9733261
AuthorsStephen P Norris (Institute for Educational Research and Development, Memorial University of Newfoundland, St. John's, Newfoundland, Canada, A1B 3X8. He specializes in critical thinking and philosophy of education., corresponding author)
Year1989
Volume18
Issue9
Pages21-26
Publication date1989-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x018009021
OpenAlexW2155647279
LanguageEN
Citations received9
References cited14

This paper focuses first on two questions: (a) Is critical thinking generalizable? and (b) What is a critical thinking disposition? It is argued that the controversial nature of these questions limits the ability to judge the validity of critical thinking testing. Following this discussion, the paper outlines a series of procedures that can help increase the validity of one fundamental aspect of critical thinking testing–multiple-choice testing of credibility judgment. The procedures rely on verbal reports of examinees’ thinking on items to gain direct evidence on the reasons for their answer choices. It is recognized that multiple-choice tests cannot test all important aspects of critical thinking, but that improving multiple-choice tests where they are applicable can have important practical and scientific implications

Cognitive psychology · Credibility · Critical thinking · Epistemology · Mathematics education · Test (biology · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Educational Strategies and Epistemologies · Psychology · Social Psychology

Tools

Open DOISci-Hub