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Most definitions, though worded differently, tend to agree with this perspective – it consists of certain dispositions, specific skills and a reflective sensibility that governs application of these skills.
The pre-employment screening questions used on these psychometric exams are designed to test thinking skills required to make calculated decisions on an everyday basis.
Finally, the CCTST consists of 34 multiple-choice questions (MCQs) and measures CT according to the core skills of analysis, evaluation and inference, as well as inductive and deductive reasoning.
As addressed above, the MCQ-format of these three assessments is less than ideal – problematic even, because it allows test-takers to simply guess when they do not know the correct answer, instead of demonstrating their ability to critically analyse and evaluate problems and infer solutions to those problems (Ku, 2009).
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.