Another, more recent CT assessment that utilises an open-ended format is the Halpern Critical Thinking Assessment (HCTA; Halpern, 2010).
Another, more recent CT assessment that utilises an open-ended format is the Halpern Critical Thinking Assessment (HCTA; Halpern, 2010). The HCTA consists of 25 open-ended questions based on believable, everyday situations, followed by 25 specific questions that probe for the reasoning behind each answer. The Delphi report: Committee on pre-college philosophy. The measurement of CT through MCQs is also problematic given the potential incompatibility between the conceptualisation of CT that shapes test construction and its assessment using MCQs.
If the manner in which you measure something does not match, or assess the parameters set out in the way in which you define it, then you have not been successful in CT skills.
As a result, researchers and educators must consider the wide array of CT measures available, in order to identify the best and the most appropriate measures, based on the CT conceptualisation used for training.
Operationally defining something refers to defining the terms of the process or measure required to determine the nature and properties of a phenomenon.
Simply, it is defining the concept with respect to how it can be done, assessed or measured.
For example, the WGCTA consists of 80 MCQs that measure the ability to draw inferences; recognise assumptions; evaluate arguments; and use logical interpretation and deductive reasoning (Watson & Glaser, 1980).
The CCTT consists of 52 MCQs which measure skills of critical thinking associated with induction; deduction; observation and credibility; definition and assumption identification; and meaning and fallacies. Assessing students’ critical thinking performance: Urging for measurements using multi-response format.
So, the question is, are these CT measures really measuring CT?
As my previous articles explain, CT is a metacognitive process consisting of a number of sub-skills and dispositions, that, when applied through purposeful, self-regulatory, reflective judgment, increase the chances of producing a logical solution to a problem or a valid conclusion to an argument (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014).
Questions on the HCTA represent five categories of CT application: hypothesis testing (e.g. The California critical thinking skills test (CCTST): Forms A and B; The CCTST test manual.
understanding the limits of correlational reasoning and how to know when causal claims cannot be made), verbal reasoning (e.g.