The Halpern Critical Thinking Assessment: A Response to the Reviewers

2013 ◽  
Vol 28 (3) ◽  
pp. 28-39
Author(s):  
Diane F. Halpern ◽  
Keyword(s):  
Critical Thinking ◽  
Critical Thinking Assessment

scholarly journals Graded Response Method: Does Question Type Influence the Assessment of Critical Thinking?

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Sherry Fukuzawa ◽  
Michael DeBraga
Keyword(s):  
Critical Thinking ◽  
Multiple Choice ◽  
Question Type ◽  
Multiple Choice Questions ◽  
Weak Correlation ◽  
Course Grades ◽  
Graded Response ◽  
Critical Thinking Assessment ◽  
Choice Testing ◽  
Response Method

Graded Response Method (GRM) is an alternative to multiple-choice testing where students rank options accordingto their relevance to the question. GRM requires discrimination and inference between statements and is acost-effective critical thinking assessment in large courses where open-ended answers are not feasible. This studyexamined critical thinking assessment in GRM versus open-ended and multiple-choice questions composed fromBloom’s taxonomy in an introductory undergraduate course in anthropology and archaeology (N=53students).Critical thinking was operationalized as the ability to assess a question with evidence to support or evaluatearguments (Ennis, 1993). We predicted that students who performed well on multiple-choice from Bloom’staxonomy levels 4-6 and open-ended questions would perform well on GRM involving similar concepts. Highperforming students on GRM were predicted to have higher course grades. The null hypothesis was question typewould not have an effect on critical thinking assessment. In two quizzes, there was weak correlation between GRMand open-ended questions (R2=0.15), however there was strong correlation in the exam (R2=0.56). Correlations wereconsistently higher between GRM and multiple-choice from Bloom’s taxonomy levels 4-6 (R2=0.23,0.31,0.21)versus levels 1-3 (R2=0.13,0.29,0.18). GRM is a viable alternative to multiple-choice in critical thinking assessmentwithout added resources and grading efforts.

scholarly journals Saks And The Unholy Trinity: Vendors, The Securities And Exchange Commission, And The Hedge Fund

2011 ◽  
Vol 3 (1) ◽  
pp. 23 ◽  
Author(s):  
Heidemarie Lundblad ◽  
Barbara A Wilson
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Hedge Fund ◽  
Securities And Exchange Commission ◽  
Assessment Process ◽  
Critical Thinking Assessment

This paper reports on the use of an unstructured case to teach and assess research, critical thinking, and communication skills in Intermediate Accounting classes. It includes a case specifically prepared for this purpose (an imbedded course measure) and a generic critical thinking assessment form that was customized for this assignment. This assessment process meets AACSB accreditation requirements. Students satisfactorily determined relevant facts, identified the accounting issues, and supported solutions. However, they did not satisfactorily research the authoritative literature or identify appropriate solutions.

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