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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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Journal ArticleDOI
14 Dec 2015
TL;DR: The Palgrave Handbook of Critical Thinking in Higher Education as mentioned in this paper, edited by Martin Davies and Ronald Barnett, USA: Palgrave Macmillan, 2011, was the first edition of the book.
Abstract: The Palgrave Handbook of Critical Thinking in Higher Education, edited by Martin Davies and Ronald Barnett, USA: Palgrave Macmillan

197 citations

Journal ArticleDOI
TL;DR: With a better understanding of critical thinking in nursing education, educators and nursing faculty are able to develop better strategies in enhancing critical thinking development in nursing students, in turn preparing them for future clinical practice.

192 citations

01 Jan 2011

186 citations

Journal ArticleDOI
TL;DR: In this paper, the authors provide a comprehensive review of critical thinking assessment by major frameworks in higher education and the workforce, existing assessments and their psychometric qualities, and challenges surrounding the design, implementation, and use of Critical thinking assessment.
Abstract: Critical thinking is one of the most important skills deemed necessary for college graduates to become effective contributors in the global workforce. The first part of this article provides a comprehensive review of its definitions by major frameworks in higher education and the workforce, existing assessments and their psychometric qualities, and challenges surrounding the design, implementation, and use of critical thinking assessment. In the second part, we offer an operational definition that is aligned with the dimensions of critical thinking identified from the reviewed frameworks and discuss the key assessment considerations when designing a next-generation critical thinking assessment. This article has important implications for institutions that are currently using, planning to adopt, or designing an assessment of critical thinking.

175 citations

Journal ArticleDOI
Hyewon Jang1
TL;DR: In this paper, the authors identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor.
Abstract: Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for 21st century skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for 21st century skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies.

172 citations