Critical Thinking Inventory

Critical Thinking Inventory-80
IL Barrow, QEP Specialist for Assessment, at the Delphi Center for Teaching and Learning is available upon request to assist you in organizing and using your data for continuous improvement.A number of critical thinking skills inventories and measures have been developed: Watson-Glaser Critical Thinking Appraisal (WGCTA) Cornell Critical Thinking Test California Critical Thinking Disposition Inventory (CCTDI) California Critical Thinking Skills Test (CCTST) Health Science Reasoning Test (HSRT) Professional Judgment Rating Form (PJRF) Teaching for Thinking Student Course Evaluation Form Holistic Critical Thinking Scoring Rubric Peer Evaluation of Group Presentation Form Excluding the Watson-Glaser Critical Thinking Appraisal and the Cornell Critical Thinking Test, Facione and Facione developed the critical thinking skills instruments listed above.Content validity or face validity is the extent to which questions on an instrument are representative of the possible questions that a researcher could ask about that particular content or skills.

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Scores of .80 and higher are appropriate when the stakes are high.

Validity means that individual scores from a particular instrument are meaningful, make sense, and allow researchers to draw conclusions from the sample to the population that is being studied (69) Researchers often refer to "content" or "face" validity.

Reliability means that individual scores from an instrument should be the same or nearly the same from one administration of the instrument to another.

The instrument can be assumed to be free of bias and measurement error (68).

“There has been a lot of value gained from using the critical thinking inventories.

It helps faculty members compare their own perspectives on what is happening in the classroom with the perspectives of their students.

The CTIs were developed here at Uof L to address this gap in the field and to support our institution’s self-identified goal of fostering our students’ critical thinking skills.

Appropriate statistical analyses conducted at Uof L showed the instruments to be both reliable and valid.

The instructor can control visibility and access of the instrument via standard Blackboard control functions.

All student responses from the LCTI remain anonymous.

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