Validation of Sherouk's Critical Thinking Test (SH-CTT)

2017 ◽  
Vol 8 (3) ◽  
pp. 14-24
Author(s):  
Sherouk J. Kadhm
Keyword(s):  
Critical Thinking ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Arabic Version ◽  
Leadership Selection ◽  
Response Options ◽  
Academic Environments ◽  
Latent Constructs ◽  
Confirmatory Factor

This study aimed to examine the psychometric properties (reliability and validity) of the Arabic version of Sherouk's Critical Thinking Test. This test has four parts, each of which provides a story that is divided into an introduction and a scene; each story is then followed by a list of sensitive questions featuring two response options (Agree/Disagree). A sample of 158 university students participated in this study. The results showed that the reliability of the entire scale was 0.885, and the reliability of each of its four parts was 0.885, 0.829, 0.772, and 0.721, respectively. Confirmatory factor analysis of the collected data revealed a good fit with the latent constructs (CMIN/DF: 1.446; CMIN/DF: 1.357; CMIN/DF: 1.417; and CMIN/DF: 1.151) for parts one to four, respectively. The test's adaptability was considered when designing this instrument, and examinees were invited to review it. This paper recommended using this instrument in the fields of performance, leadership, selection, training, and improvement, and it was also created as a tool to measure individuals' critical thinking skills and abilities in organizations, companies, and academic environments. The English and German versions of this test were also examined; these versions are now currently available for use.

Validation of Sherouk's Critical Thinking Test (SH-CTT)

2021 ◽  
pp. 1345-1356
Author(s):  
Sherouk J. Kadhm
Keyword(s):  
Critical Thinking ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Arabic Version ◽  
Leadership Selection ◽  
Response Options ◽  
Academic Environments ◽  
Latent Constructs ◽  
Confirmatory Factor

This study aimed to examine the psychometric properties (reliability and validity) of the Arabic version of Sherouk's Critical Thinking Test. This test has four parts, each of which provides a story that is divided into an introduction and a scene; each story is then followed by a list of sensitive questions featuring two response options (Agree/Disagree). A sample of 158 university students participated in this study. The results showed that the reliability of the entire scale was 0.885, and the reliability of each of its four parts was 0.885, 0.829, 0.772, and 0.721, respectively. Confirmatory factor analysis of the collected data revealed a good fit with the latent constructs (CMIN/DF: 1.446; CMIN/DF: 1.357; CMIN/DF: 1.417; and CMIN/DF: 1.151) for parts one to four, respectively. The test's adaptability was considered when designing this instrument, and examinees were invited to review it. This paper recommended using this instrument in the fields of performance, leadership, selection, training, and improvement, and it was also created as a tool to measure individuals' critical thinking skills and abilities in organizations, companies, and academic environments. The English and German versions of this test were also examined; these versions are now currently available for use.

Development and Initial Validation of a Project-Based Rubric to Assess the Systems-Based Practice Competency of Residents in the Clinical Chemistry Rotation of a Pathology Residency

2014 ◽  
Vol 138 (6) ◽  
pp. 809-813
Author(s):  
Carolyn R. Vitek ◽  
Jane C. Dale ◽  
Henry A. Homburger ◽  
Sandra C. Bryant ◽  
Amy K. Saenger ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Interrater Reliability ◽  
Clinical Chemistry ◽  
Core Competencies ◽  
Intraclass Correlation ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Thinking Skills ◽  
Project Evaluation ◽  
Critical Thinking Skills

Context.— Systems-based practice (SBP) is 1 of 6 core competencies required in all resident training programs accredited by the Accreditation Council for Graduate Medical Education. Reliable methods of assessing resident competency in SBP have not been described in the medical literature. Objective.— To develop and validate an analytic grading rubric to assess pathology residents' analyses of SBP problems in clinical chemistry. Design.— Residents were assigned an SBP project based upon unmet clinical needs in the clinical chemistry laboratories. Using an iterative method, we created an analytic grading rubric based on critical thinking principles. Four faculty raters used the SBP project evaluation rubric to independently grade 11 residents' projects during their clinical chemistry rotations. Interrater reliability and Cronbach α were calculated to determine the reliability and validity of the rubric. Project mean scores and range were also assessed to determine whether the rubric differentiated resident critical thinking skills related to the SBP projects. Results.— Overall project scores ranged from 6.56 to 16.50 out of a possible 20 points. Cronbach α ranged from 0.91 to 0.96, indicating that the 4 rubric categories were internally consistent without significant overlap. Intraclass correlation coefficients ranged from 0.63 to 0.81, indicating moderate to strong interrater reliability. Conclusions.— We report development and statistical analysis of a novel SBP project evaluation rubric. The results indicate the rubric can be used to reliably assess pathology residents' critical thinking skills in SBP.

Development and validation of an instrument to measure undergraduate chemistry students’ critical thinking skills

2020 ◽  
Vol 21 (1) ◽  
pp. 62-78
Author(s):  
Stephen M. Danczak ◽  
Christopher D. Thompson ◽  
Tina L. Overton
Keyword(s):  
Critical Thinking ◽  
Convergent Validity ◽  
Chemistry Education ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Internal Reliability ◽  
Validity Testing ◽  
Chemistry Students ◽  
Undergraduate Chemistry

The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at universities. Commercial critical thinking assessments, which are often generic in context, are available. However, literature suggests that assessments that use a context relevant to the students more accurately reflect their critical thinking skills. This paper describes the development and evaluation of a chemistry critical thinking test (the Danczak–Overton–Thompson Chemistry Critical Thinking Test or DOT test), set in a chemistry context, and designed to be administered to undergraduate chemistry students at any level of study. Development and evaluation occurred over three versions of the DOT test through a variety of quantitative and qualitative reliability and validity testing phases. The studies suggest that the final version of the DOT test has good internal reliability, strong test–retest reliability, moderate convergent validity relative to a commercially available test and is independent of previous academic achievement and university of study. Criterion validity testing revealed that third year students performed statistically significantly better on the DOT test relative to first year students, and postgraduates and academics performed statistically significantly better than third year students. The statistical and qualitative analysis indicates that the DOT test is a suitable instrument for the chemistry education community to use to measure the development of undergraduate chemistry students’ critical thinking skills.

Validating the Ross Test for Identification and Evaluation of Critical Thinking Skills in Programs for the Gifted

1980 ◽  
Vol 4 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Carolyn M. Callahan ◽  
Mary L. Corvo
Keyword(s):  
Factor Analysis ◽  
Critical Thinking ◽  
Confirmatory Factor Analysis ◽  
Gifted Students ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Structural Validity ◽  
Bloom’S Taxonomy ◽  
Confirmatory Factor

The present research assessed the structural validity of The Ross Test of Higher Cognitive Processes, a recently developed instrument designed to assess the higher-level thinking skills of analysis, synthesis and evaluation as outlined in Bloom's Taxonomy. Confirmatory factor analysis, analysis of variance and trend analysis were used to test the correspondence between Bloom's Taxonomy and the Ross Test, and to study the developmental nature of critical thinking. Subjects were 154 gifted third through sixth graders. Confirmatory factor analysis of individual test items and of the eight Ross subtests provided empirical evidence for the structural validity of this instrument, and normative data on gifted students' performance on the test was presented. This investigation of the Ross Test yielded findings relevant to the use and interpretation of this measure of critical thinking in the gifted and regular classroom.

scholarly journals Validity of critical thinking skills instrument on prospective Mathematics teachers

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Ayu Faradillah ◽  
Sabila Adlina
Keyword(s):  
Critical Thinking ◽  
Mathematics Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Survey Method ◽  
Self Confidence ◽  
Confirmatory Factor ◽  
Study Programs ◽  
Prospective Mathematics Teachers ◽  
The Rasch Model

This study aims to describe the process of validity of critical thinking skills on prospective mathematics teachers. This research used a quantitative approach with a survey method. Data were collected from 245 prospective mathematics teachers from 19 Mathematics education study programs at 19 higher education institutions in Indonesia. The data were collected using a questionnaire given via Google Form and analyzed by the Rasch Model analysis using Winstep software and Confirmatory Factor Analysis (CFA) using JASP. The results show that the instrument of critical thinking skills with indicators such as open-mindedness, inquisitiveness, systematicity, truth-seeking, analyticity, and self-confidence is valid and reliable, although it has to consider eliminating items and person misfit.

scholarly journals Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

2021 ◽  
Vol 4 (4) ◽  
pp. 773-781
Author(s):  
Ayesha Kanwal ◽  
Intzar Hussain Butt
Keyword(s):  
Academic Achievement ◽  
Teacher Education ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Five Dimensions ◽  
Study Results ◽  
The Impact

The study intention was to find the impact of critical thinking skills (CTS) on prospective teachers’ academic achievement. The method of the study was quantitative with correlation research design. The sample of the study was 113 prospective teachers using convenience sampling from three departments of teacher education institutions. To assess the Critical Thinking skills of prospective teachers, test was developed by the research comprised of five dimensions i.e. analyzing, assumption, deduction, inferences and interpreting information. Eight statements for each dimension required 40 minute to solve. Psychometric properties i.e. Reliability and validity of test was insured by applying Cronbach alpha which was 0.72. The study results reflect that level of critical thinking skills in prospective teachers were not up to mark (Mean=55.59%), the association amongst CTS and academic achievement was significant and moderate (r=0.365). It is recommended that administrators of teacher education programs should provide opportunities to educators to promote CT skills in prospective teachers.

scholarly journals Content Analysis for Critical Thinking Skills in the Lower Primary School Science Textbooks in Malaysia

2019 ◽  
Vol 6 (1) ◽  
pp. 83
Author(s):  
Mohammed Y. M. Mai ◽  
Muhammed Yusuf ◽  
Maria Saleh
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Science Teachers ◽  
Science Curriculum ◽  
Reliability And Validity ◽  
Kappa Statistic ◽  
Thinking Skills ◽  
School Science ◽  
Critical Thinking Skills ◽  
Science Textbooks

The purpose of this study is to analyse lower primary science textbooks (grade 1-3), which were implemented by the Ministry of Education in Malaysia, in terms of thinking skills. To achieve this, a tool for content analysis including thinking skill items will be constructed. Two science teachers have be trained to conduct the content analysis for grade 1-3 science textbooks, the reliability and validity of analysis have be verified using Cohen’s kappa statistic. From the results, it can be seen clearly that Prioritizing”, “Evaluation” and “Detecting Bias” thinking skills are not included at all in the science textbook from year one until year three. While, the most frequent critical thinking skills are “attributing”, “analysing”, “Grouping and Classifying” and “Sequencing” gradually. Most of the skills have been in the pictures for year one, and in the “text” and then within the “picture” and finally within the “activities” for both of year two and three. Such research help teachers and curriculum developers in the development and implementation of science curriculum to raise the level of achievement of thinking skills for students.Keyword: Thinking Skills, Critical Thinking Skills, Content Analysis and Science Textbooks

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

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