Open Access
Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction
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.read more
Citations
More filters
Improved Critical Thinking Skills as a Result of Direct Instruction and Their Relationship to Academic Achievement
TL;DR: In this paper, the authors proposed a dissertation committee consisting of two members: Dr. Edward Levinson and Dr. William Barker, and the dissertation chair was Dr. Mary Ann Rafoth.
Journal ArticleDOI
Online activity, motivation, and reasoning among adult learners
TL;DR: Critical thinking skill and disposition each contributed unique variance to student grades, with age, organization disposition, and analysis skill as the strongest predictors.
Journal ArticleDOI
Development and psychometric properties of the nursing critical thinking in clinical practice questionnaire
Esperanza Zuriguel-Pérez,Anna Falcó-Pegueroles,Juan Roldán-Merino,Juan Roldán-Merino,Sandra Agustino-Rodríguez,Maria del Carmen Gómez-Martín,Maria Teresa Lluch-Canut +6 more
TL;DR: The psychometric properties of the Nursing Critical Thinking in Clinical Practice Questionnaire (N‐CT‐4 Practice) uphold its potential for use in measuring critical thinking and in future research related with the examination of critical thinking.
Journal ArticleDOI
Enabling Students to Develop a Scientific Mindset.
TL;DR: In this paper, a calculus-based introductory physics course on optics and modern physics is centered on getting students to understand the nature of science (NOS) by considering historical material in relation to modern philosophers of science.
Journal ArticleDOI
10: defining critical thinking in higher education
Abstract: Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators can use to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are more narrowly construed than those of the campus and leave dimensions of critical thinking unassessed. This mapping process not only helps campuses make better-informed decisions regarding their responses to accountability pressures; it also provides a stimulus for rich, evidence-based discussions about teaching and learning priorities related to critical thinking.