The EWCTET is an essay-based assessment of the test-taker’s ability to analyse, evaluate, and respond to arguments and debates in real-world situations (Ennis & Weir, 1985; see Ku, 2009 for a discussion). The “how” and “why” of critical thinking assessment. Fasko (Ed.), Critical thinking and reasoning: Current research, theory and practice.
The measurement of CT through MCQs is also problematic given the potential incompatibility between the conceptualisation of CT that shapes test construction and its assessment using MCQs.
That is, MCQ tests assess cognitive capacities associated with identifying single right-or-wrong answers and as a result, this approach to testing is unable to provide a direct measure of test-takers’ use of metacognitive processes such as CT, reflective judgment, and disposition towards CT.
There are various extant CT measures – the most popular amongst them include the Watson-Glaser Critical Thinking Assessment (WGCTA; Watson & Glaser, 1980), the Cornell Critical Thinking Test (CCTT; Ennis, Millman & Tomko, 1985), the California Critical Thinking Skills Test (CCTST; Facione, 1990a), the Ennis-Weir Critical Thinking Essay Test (EWCTET; Ennis & Weir, 1985) and the Halpern Critical Thinking Assessment (Halpern, 2010). Critical thinking ability and disposition as factors of performance on a written critical thinking test.
It has been noted by some commentators that these different measures of CT ability may not be directly comparable (Abrami et al., 2008).
recognising the use of pervasive or misleading language), argumentation (e.g.
recognising the structure of arguments, how to examine the credibility of a source and how to judge one’s own arguments), judging likelihood and uncertainty (e.g.
So, if you were interested in assessing students’ sub-skill ability, this would be helpful.
However, as we know, though CT skill performance is a sequence, it is also a collation of these skills – meaning that for any given problem or topic, each skill is necessary.
applying relevant principles of probability, how to avoid overconfidence in certain situations) and problem-solving (e.g.
identifying the problem goal, generating and selecting solutions among alternatives).