Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction
01 Jan 1990-
About: The article was published on 1990-01-01 and is currently open access. It has received 1129 citations till now. The article focuses on the topics: Critical thinking & Educational assessment.
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01 Jan 2011
TL;DR: The following statements may come from critical thinkers as discussed by the authors : "I hate talk shows where people just state their opinions but never give any reasons at all" "No matter how complex a problem, you can bet there will be a simple solution" "Just because information is in a textbook, doesn't necessarily mean it can be trusted" "My views are probably shaped by the social and economic groups I belong to" "Selling an idea is like selling cars, you say whatever works"
Abstract: Exercise 1 Read through the following statements and tick those that you think may come from critical thinkers. “I hate talk shows where people just state their opinions but never give any reasons at all” “No matter how complex a problem, you can bet there will be a simple solution” “Just because information is in a textbook, doesn’t necessarily mean it can be trusted” “My views are probably shaped by the social and economic groups I belong to” “I hate it when teachers discuss problems instead of just giving the information” “Selling an idea is like selling cars, you say whatever works” “I like to think about whether someone’s views reflects the experience of all groups of people” “I question the authority of evidence before I accept it” Outline of Lecture
321 citations
TL;DR: This paper examined the critical thinking dispositions, as measured by the California Critical Thinking Disposition Inventory, of students at a four-year, private, liberal arts, comprehensive university and found a relationship between the disposition toward critical thinking and students' major, gender, class level, and grade point average.
Abstract: This article examines the critical thinking (CT) dispositions, as measured by the California Critical Thinking Disposition Inventory, of students at a four-year, private, liberal arts, comprehensive university. This paper follows up results first published in 1995. The present findings represent another snapshot of CT dispositions among students who participated in 1996 and during the original investigation in 1992. Longitudinal results about students tested as freshman in 1992 and again as seniors in 1996 are presented. Cross sectional results are reported as well. Questions explored include the relationship between the disposition toward critical thinking, as measured by the CCTDI, and students’ major, gender, class level, and grade point average.
294 citations
TL;DR: C ritical thinking is increasingly being recognized as the cognitive engine driving the processes of knowledge development and professional judgment in a wide variety of professional practice fields.
279 citations
TL;DR: Results indicate a need for students' continued development in critical thinking skills and dispositions, and identifies implications for nurse educators, and offers recommendations for future research.
Abstract: Background. Critical thinking is essential to nursing practice; therefore, knowledge and understanding of nursing students’ critical thinking skills (CTS) and related dispositions are important to nurse educators. This paper presents the results of a non-experimental study conducted in spring 1998, identifies implications for nurse educators, and offers recommendations for future research.
Aim. The aim of the study was to investigate the CTS and critical thinking dispositions (CTD) of students enrolled in a 4-year baccalaureate programme at a university in Western Canada.
Methods. The study used a cross-sectional design. Data collection occurred during regularly scheduled classes. A volunteer sample of 228 students from all 4 years of the baccalaureate programme completed a background/demographic questionnaire, the California Critical Thinking Skills Test, and the California Critical Thinking Disposition Inventory. The reliability of the test and inventory were established using the Kuder Richardson 20 and Cronbach Alpha respectively. Both descriptive and inferential statistical analyses were carried out.
Findings. Critical thinking mean scores increased from years 1 to 4 with the exception of year 3. However, there was no statistically significant difference among the four student groups. Although differences in critical thinking disposition scores were not statistically significant, students’ scores differed significantly on the systematicity subscale. There was a significant relationship between students’ overall CTS and CTD scores.
Conclusions. Approximately 38% of the students in the current study had adequate levels of CTS and 85·5% of the students had adequate levels of CTD. Results indicate a need for students’ continued development in these areas. Dispositions are crucial to critical thinking; without them critical thinking does not happen or may be substandard.
277 citations
TL;DR: The authors examined the relationship between environment-based education and high school students' critical thinking skills and disposition toward critical thinking and found that, when controlling for pre-test score, grade point average (GPA), gender, and ethnicity, environment•based programs had a positive effect on 9th grade students' Critical thinking skills (p=.002).
Abstract: This study examined the relationship between environment‐based education and high school students' critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest‐Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment‐based programs had a positive effect on 9th grade students' critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment‐based programs had a positive effect on 12th grade students' critical thinking skills (p < .001) and disposition toward critical thinking (p < .001). The results of this study support the use of environm...
272 citations