Construct Validity and Psychometric Properties of the Cornell Critical Thinking Test (Level Z): A Contrasted Groups Analysis

1992 ◽  
Vol 71 (1) ◽  
pp. 291-303 ◽  
Author(s):  
Craig L. Frisby
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Construct Validity ◽  
Test Performance ◽  
Internal Consistency Reliability ◽  
Thinking Skills ◽  
Ability Group ◽  
Total N ◽  
Ability Groups ◽  
Test Level

Total scores and section scores (both corrected and uncorrected for guessing) on the Cornell Critical Thinking Test—Level Z were analyzed for evidence of construct validity. The test performance of three ability groupings of college students and a “no-booklet” (guessers) group (Total N = 527) was examined. Statistically significant differences were found among the corrected total score means for all four groups. Differences among the means of the three ability groups were statistically significant on one corrected and one uncorrected section of the test. In addition, the formula which corrects for guessing substantially improved the estimate of internal consistency reliability for the low-ability group only. Support for the heterogeneity of the thinking skills measured by Form Z was mixed and inconclusive. Implications for the use or modification of the test are discussed.

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

scholarly journals Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

2012 ◽  
Vol 45 (02) ◽  
pp. 298-306 ◽  
Author(s):  
Gamze Çavdar ◽  
Sue Doe
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Political Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Assignments ◽  
Course Content ◽  
Lower Division ◽  
Writing Assignment

AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.

scholarly journals An Empirical Study on the Influence of PBL Teaching Model on College Students’ Critical Thinking Ability

2018 ◽  
Vol 11 (4) ◽  
pp. 15 ◽  
Author(s):  
Zhen Zhou
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
English Education ◽  
Thinking Skills ◽  
Teaching Experiment ◽  
Jiangxi Province ◽  
Teaching Model ◽  
Teaching Mode ◽  
Critical Thinking Ability ◽  
Thinking Ability

The critical thinking ability is an indispensable ability of contemporary college students, and the PBL teaching mode abandons the shortcomings of traditional teaching methods, which is more suitable for the development trend of university curriculum teaching reform in China. In order to understand the influence of PBL teaching mode on college students’ critical thinking ability, the research is carried out into English critical thinking dispositions and skills of the second grade English education majors in Jiangxi Province, via questionnaire, interview, English test and PBL teaching experiment. And the results indicate that the PBL teaching model can improve the three English critical thinking temperament level of analysis, open and fair, and it can significantly improve the two English critical thinking skills of analysis and interpretation, but did not improve the English scores of the students significantly. The purpose of this study is to enrich the research on the influence of PBL teaching model and English critical thinking ability, and so as to provide some reference for improving the quality of English teaching in colleges and universities.

Construct Validity of the Cornell Critical Thinking Test Level Z

2009 ◽  
Author(s):  
Nicholas Williams ◽  
Aaron S. Richmond ◽  
H. Mark Krank
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Test Level
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