Detection of Differential Item Functioning in the Cornell Critical Thinking Test Between Turkish and United States Students

2015 ◽  
Vol 31 (4) ◽  
pp. 238-246
Author(s):  
Hafize Sahin ◽  
Brian F. French ◽  
Brian Hand ◽  
Murat Gunel
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Differential Item Functioning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Systems ◽  
Item Functioning ◽  
Broad Term ◽  
Core Elements ◽  
Mean Differences

Abstract. Critical thinking is a broad term that includes core elements such as reasoning, evaluating, and metacognition that should be transferred to students in educational systems. The integration of such skills into models of student success is increasing on an international scale. The Cornell Critical Thinking Test is an internationally used tool to assess critical thinking skills. However, limited validity evidence of the translated versions of the instrument exists to support the inferences based on the CCTT scores. This study examined the CCTT Turkish version. Specifically, translated items were examined for measurement equivalence by determining if items function differently across students from United States and Turkey. Differential Item Functioning (DIF) analysis via logistic regression was employed. Results demonstrated that each subtest contained DIF items and 10% of the items in the instrument were identified as DIF. Mean differences between students in each country were not influenced by these items. A critical content review of the translated item gave insight as to why items may be functioning differently.

scholarly journals Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Author(s):  
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Educational Systems ◽  
Higher Order Thinking Skills

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom’s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students’ lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development.  

Detection of Sex Differential Item Functioning in the Cornell Critical Thinking Test

2012 ◽  
Vol 28 (3) ◽  
pp. 201-207 ◽  
Author(s):  
Brian F. French ◽  
Brian Hand ◽  
William J. Therrien ◽  
Juan Antonio Valdivia Vazquez
Keyword(s):  
Logistic Regression ◽  
Critical Thinking ◽  
Differential Item Functioning ◽  
Measurement Invariance ◽  
Measurement Properties ◽  
Critical Component ◽  
Item Functioning ◽  
Item Level ◽  
Conscious Process ◽  
Mean Differences

Critical thinking (CT) can be described as the conscious process a person does to explore a situation or a problem from different perspectives. Accurate measurement of CT skills, especially across subgroups, depends in part on the measurement properties of an instrument being invariant or similar across those groups. The assessment of item-level invariance is a critical component of building a validity argument to ensure that scores on the Cornell Critical Thinking Test (CCTT) have similar meanings across groups. We used logistic regression to examine differential item functioning by sex in the CCTT-Form X. Results suggest that the items function similarly across boys and girls with only 5.6% (4) of items displaying DIF. This implies that any mean differences observed are not a function of a lack of measurement invariance and supports the validity of the inferences drawn when comparing boys and girls on scores on the CCTT.

scholarly journals Fostering Creativity and Critical Thinking in College: A Cross-Cultural Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Ji Hoon Park ◽  
Weihua Niu ◽  
Li Cheng ◽  
Heavon Allen
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Scientific Reasoning ◽  
Online Survey ◽  
Factor Model ◽  
Chinese Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Experience ◽  
Fostering Creativity

Enhancing creativity and critical thinking have garnered the attention of educators and researchers for decades. They have been highlighted as essential skills for the 21st century. A total of 103 United States students (53 female, 24 male, two non-binary, and 24 non-reporting) and 166 Chinese students (128 female, 30 male, one non-binary, and seven non-reporting) completed an online survey. The survey includes the STEAM-related creative problem solving, Sternberg scientific reasoning tasks, psychological critical thinking (PCT) exam, California critical thinking (CCT) skills test, and college experience survey, as well as a demographic questionnaire. A confirmatory factor analysis (CFA) yields a two-factor model for all creativity and critical thinking measurements. Yet, the two latent factors are strongly associated with each other (r=0.84). Moreover, Chinese students outperform American students in measures of critical thinking, whereas Americans outperform Chinese students in measures of creativity. Lastly, the results also demonstrate that having some college research experience (such as taking research method courses) could positively influence both United States and Chinese students’ creativity and critical thinking skills. Implications are discussed.

Collaborative learning and critical thinking skills: Effects of a debate-based pedagogy

2018 ◽  
Vol 10 (1) ◽  
pp. 61
Author(s):  
Yvonne Malone ◽  
Tony Michael
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Graduate Students ◽  
Collaborative Learning ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Adolescent Psychology ◽  
Before And After ◽  
Class Period

The authors added debates in two adolescent psychology classes in the southern region of the United States that were heretofore a lecture class. There were approximately 45 students in each of the classes, including both undergraduate and graduate students, and debate teams consisted of four to five members. Each debate was allotted one class period (80 minutes): 60 minutes of debate time with the last 20 minutes reserved for questions and discussion from the entire class. Students took a survey before and after the debates, rating themselves on critical thinking skills. Based on their ratings, there was significant perceived improvement after participating in debates. Last, the authors conclude with providing future considerations and tips to other educators for implementing debates within their course.   Keywords: Debates, collaborative learning, critical thinking, pedagogy, college students.    

Education

2020 ◽  
pp. 110-133
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Communication Skills ◽  
Educational System ◽  
Basic Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Systems ◽  
Critical Thought ◽  
Basic Need

Our educational system is in need of disruptive leadership, and it will take disruptive leaders who are able to lead change and influence a collaborative mindset. The shortage of talent in the workplace is a sign that education is not fulfilling this basic need. In countries rated the highest in education, businesses are complaining that candidates have the basic skills but lack critical thinking skills, communication skills, creativity, and the ability to handle ambiguity. Educators lecture on the importance of disruptive leadership and creativity, but fall short in providing the graduates ready for the current modern workforce. However, disruptive educators are starting to change the old norms of academia and disrupting the educational systems. Systems of silos are being replaced with collaboration based on disruptiveness, heightened creativity, divergent and critical thought, and decision-making. A new disruptive education is on the forefront. This chapter explores this.

scholarly journals Constructive Application of Critical Thinking Skills in Higher Education Tbilisi Open Teaching University

enadakultura ◽  
2021 ◽  
Author(s):  
Khatia Shevardnadze ◽  
Sophio Moralishvili ◽  
Rusudan Tkeshelashvili
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Tools ◽  
Modern World ◽  
Sources Of Information ◽  
Effective Strategies ◽  
Development Framework ◽  
Knowledge Requirements ◽  
Core Elements

Almost everyone agrees that critical thinking is an essential skill in 21st-century, without which success in the modern world and in the future is simply unimaginable. Is it possible to teach critical thinking? -yes, it is possible. In the process of learning and even after graduation, you are expected to think critically, read and write, express your own thoughts and ideas. Therefore, teaching this competence is most beneficial. Therefore, our goal is to establish effective strategies for developing critical thinking methods and assessment tools that will enable students to develop critical, creative, and reflective thinking. The research presented in the article is based on critical thinking skill development framework, which describes critical thinking with core elements: knowledge construction, evaluating reasoning and decision making. The survey was conducted at Tbilisi Open University in April 2021 among bachelor students. Its aim was to identify how well our students identify the knowledge requirements necessary to solve a problem, understand an issue or answer a question; if they can selectively apply the most pertinent criteria to evaluate sources of information depending on the information needed; how well they manage to identify logical patterns and subtle connections within and across data and information from a range of sources.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

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