6533b7d4fe1ef96bd1261ee1

RESEARCH PRODUCT

Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students

Auli ToomHeidi HyytinenJani UrsinSari Lindblom-ylänneNissinen Kari

subject

performance taskmultiple-choice questionnaire4. Education05 social sciencesLearning assessment050401 social sciences methods050301 educationEducation0504 sociologyCritical thinkingCritical thinking skillsMathematics educationta516critical thinkingperformance assessmentPsychology0503 educationSocial psychologyEquivalence (measure theory)constructed-response taskMultiple choice

description

Abstract This article compares the test results of two different performance-based assessments of critical thinking: a constructed-response task from the Collegiate Learning Assessment (CLA) and a multiple-choice questionnaire (MCQ). These tests ostensibly measure the same critical thinking skills, such as analysing, interpreting and evaluating information and problem solving. The study utilised a mixed-method approach to explore the differences in students’ ( n  = 330) test scores. The results showed that the correspondence between the CLA and the MCQ was fully comparable in 45.5% of the students’ test performances. Ten percent of the students had completely opposite test results. Explanations for the inconsistent results are discussed in detail.

yearjournalcountryeditionlanguage
2015-03-01Studies in Educational Evaluation
10.1016/j.stueduc.2014.11.001https://doi.org/10.1016/j.stueduc.2014.11.001