Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes

2020 ◽  
Vol 47 (4) ◽  
pp. 274-284
Author(s):  
Jon F. Mueller ◽  
Helen K. Taylor ◽  
Karen Brakke ◽  
Mike Drysdale ◽  
Kiesa Kelly ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Scientific Reasoning ◽  
Psychological Research ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Undergraduate Major ◽  
Psychological Phenomena ◽  
Psychology Curriculum ◽  
Current Assessment

Goal 2 of the APA Goals for Undergraduate Major in Psychology, Scientific Inquiry and Critical Thinking, addresses the development of scientific reasoning and problem-solving, including effective research methods, in undergraduate psychology students. These skills serve as the foundation of not only introductory courses but also the entire psychology curriculum. In this article, we address why these skills are critical to help students interpret information and assess claims and review the current practice of measuring student reasoning in this domain. The reach of Goal 2 is broad, including the application of scientific reasoning to interpret psychological phenomena, the demonstration of psychology information literacy, the interpretation and execution of basic psychological research, and an understanding of sociocultural influences in scientific inquiry. We discuss the value of both formative and summative assessments in this area, offer examples of assessment tools currently in use, and provide a list of nationally normed assessments in critical thinking and scientific reasoning. We conclude with a discussion of limitations in current assessment practices and suggest possible future directions.

Critical Analysis of Psychological Research: Rationale and Design for a Proposed Course for the Undergraduate Psychology Curriculum

2002 ◽  
Vol 2 (2) ◽  
pp. 95-101 ◽  
Author(s):  
Paul Barber
Keyword(s):  
Critical Thinking ◽  
Critical Analysis ◽  
Skills Training ◽  
Psychological Research ◽  
Common Assumption ◽  
Secondary Sources ◽  
Traditional Research ◽  
Psychology Curriculum ◽  
Teaching Time ◽  
Published Research

Critical thinking about psychological research appears seldom to be taught to an advanced level on UK psychology degrees, or to be allocated a substantial amount of learning/teaching time at any level. It is likely that students may graduate with an inaccurate and passive uncritical view of discipline knowledge unless the relevant skills needed to appraise that knowledge are acquired. A common assumption seems to be that this is implicitly recognised in traditional research methods teaching, and the skills are therefore emergent from conventional lectures, practicals and research projects. Since the manifold pressures on students and teachers combine to increase the reliance on secondary sources, the explicit provision of a course in critical thinking about research should be considered. It is argued that this is best offered at a relatively late stage in a psychology degree programme. Since psychology graduates are more likely to become research users than research producers, it is argued that skills training for critical analysis of research reports will be professionally advantageous. A framework for a critical analysis course is described to enable students to undertake a comprehensive critical appraisal of a research article. This is based on a long-established final-year course that treats critical analysis, of published research papers, as the vehicle for training students to treat the literature with more circumspection, and the respect it deserves.

APA Summit on National Assessment of Psychology: Executive Summary: Goal 2: Scientific Inquiry and Critical Thinking

2016 ◽  
Author(s):  
Jon Mueller ◽  
Keisa Kelly ◽  
Helen Taylor ◽  
Karen Brakke ◽  
Gary Levine ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
National Assessment ◽  
Executive Summary

Enhancing formative feedback in orthopaedic training: Development and implementation of a competency-based assessment framework

2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Formative Feedback ◽  
Assessment Practices ◽  
Tool Development ◽  
Assessment Framework ◽  
Educational Impact ◽  
Postgraduate Training Program ◽  
Current Assessment ◽  
Competency Based ◽  
Orthopaedic Training

Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program. Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly. Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p’s < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program. Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.

Characteristics of Scientific Inquiry

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Philosophy Of Science ◽  
Scientific Inquiry ◽  
Scientific Reasoning ◽  
Scientific Community ◽  
Scientific Progress ◽  
Statistical Tools ◽  
Basic Characteristics ◽  
Historical Developments

This chapter introduces the reader to basic characteristics of science and situates the design and analysis considerations presented throughout the book within the context of scientific inquiry. A brief description of key historical developments regarding the philosophy of science is provided. An overview of the fundamental aspects of inductive and deductive scientific reasoning and the importance of falsification to scientific progress is presented. In addition, the values of objectivity and transparency as well as the importance of scientific community are stressed. The usefulness of statistical tools for helping researchers clarify their questions, establish criteria for their judgments, and communicate evidence for their claims is also discussed.

Debriefing Surgeons on Non-Technical Skills in the Operating Room - Results from a Pilot Study

2007 ◽  
Vol 51 (11) ◽  
pp. 663-667
Author(s):  
S. Yule ◽  
R. Flin ◽  
N. Maran ◽  
D. Rowley ◽  
G. Youngson ◽  
...  
Keyword(s):  
Operating Room ◽  
Cognitive Skills ◽  
Technical Skills ◽  
Assessment Tools ◽  
Valuable Adjunct ◽  
Surgical Trainees ◽  
Operative Surgery ◽  
Enhance Patient Safety ◽  
Behaviour Rating ◽  
Current Assessment

Briefing and debriefing are common practices for safety in high risk industries but are not systematically done in surgery. Regular debriefing of performance after operative surgery can greatly assist surgical trainees' development and help optimize learning from the limited time they spend in the Operating Room (OR). We developed and tested the NOTSS (Non-Technical Skills for Surgeons) behaviour rating system with subject matter experts. It allows surgeons to observe trainees' behaviour in the OR and provide them with structured feedback for improvement. This paper describes process of debriefing and the results of a pilot usability trial. The majority of participants reported that the NOTSS system was useful for debriefing trainees, provided a common language to discuss non-technical skills, and was a valuable adjunct to current assessment tools. Some surgeons found interpersonal skills more difficult to rate than cognitive skills. 73% felt that routine use of the system would enhance patient safety.

scholarly journals 162 An Examination of Scar Modelling and Assessment Methods for the Evaluation of Scar Treatments

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Mistry
Keyword(s):  
Assessment Tools ◽  
Randomised Control Trial ◽  
Silicone Gel ◽  
Scar Assessment ◽  
Significant Difference ◽  
Gel Treatment ◽  
Current Assessment ◽  
Set Up ◽  
Silicone Gel Sheeting

Abstract Introduction Scarring is the final common pathway for healing within the skin. Scars can be itchy, painful, tight, and disfiguring. Despite advances in surgery there is currently no reliably effective treatment for reducing or preventing scarring. The primary aim of this research is to assess the currently available models for scarring and evaluate/further develop the utility of current assessment tools, in an effort to design a pilot randomised control trial (RCT) for silicone gel treatment of scars. Method A systematic review of scar models in humans and animals. Examination of currently used subjective and objective scar assessment tools in a plastic surgery scar clinic. A retrospective cohort study assessing long-term scar outcomes in paediatric burn patients. Results Limitations and drawbacks of many existing methods to assess scar treatments were found. No statistically significant difference in long-term scarring outcomes was found between paediatric burns patients treated surgically versus conservatively. A RCT for silicone gel sheeting in the treatment of scars was set up and successful in recruitment. Conclusions Here, we have demonstrated difficulties in establishing a scientific scar treatment model; and created a pilot study that will help to provide high-quality evidence for the efficacy of silicone gel sheeting as a treatment for scars.

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

scholarly journals Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Youssef Nadri ◽  
Adil Azhar
Keyword(s):  
Critical Thinking ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Thinking Skills ◽  
Two Dimensions ◽  
Critical Thinking Skills ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

scholarly journals Assessment of non-progressive dysarthria: practice and attitude of speech and language therapists in Lebanon

BMC Neurology ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marwa Summaka ◽  
Hayat Harati ◽  
Salem Hannoun ◽  
Hiba Zein ◽  
Nour Koubaisy ◽  
...  
Keyword(s):  
Online Survey ◽  
Neurological Diseases ◽  
Evidence Base ◽  
Assessment Tools ◽  
World Health ◽  
International Classification Of Functioning ◽  
Assessment Practices ◽  
Limited Information ◽  
Speech And Language ◽  
Cross Sectional

Abstract Background Non-progressive dysarthria is an acquired motor speech disorder resulting from neurological diseases such as stroke and traumatic brain injury. The evidence base for the assessment of non-progressive dysarthria remains limited with professional practices relying mainly on therapists’ clinical experience. Limited information on the assessment practices of Lebanese speech and language therapists (SLTs) is available. Such information is crucial for the development of adequate therapy services for clients with non-progressive dysarthria. This study aims to explore the assessment practices and attitudes of Lebanese SLTs working with adults with non-progressive dysarthria and to investigate their adherence to the framework of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF). Methods A cross-sectional study was conducted in Lebanon between March and May 2021. Data was collected through an online survey that included information on socio-demographic characteristics, practices, and attitudes of SLTs who assess adults with non-progressive dysarthria. Results A total of 50 Lebanese SLTs responded to the survey. The majority of SLTs (78%) assessed clients with non-progressive dysarthria across all ICF domains. SLTs reported dissatisfaction with the available assessment tools (64%) and reliance on informal tools (84%). In addition, 68% of the SLTs suggested the crucial need for the development of Arabic formal assessments that can quantitatively evaluate dysarthria and determine severity. The survey also showed that the respondents demonstrated a preference for the use of impairment-based tools. Conclusion It can be concluded that the assessment practices of Lebanese SLTs, generally, follow the international trend and the recommended professional guidelines. Further research initiatives should be held to develop Arabic formal assessment tools for non-progressive dysarthria.

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