Published Research about critical thinking, heuristics, assessment design, skills and dispositions by Insight Assessment senior researchers, Dr. Noreen C Facione, Dr. Peter A. Facione and Dr. Carol Ann Gittens include:
Assessing Numeracy in the Upper Elementary and Middle School Years
Author: Carol Ann Gittens, Ph.D.
Santa Clara University, firstname.lastname@example.org
NUMERACY: Advancing Education in Quantitative Literacy, Volume 8 | Issue 1, Jan 2015.
Numeracy is the ability or tendency to reason critically about quantitative information. The preponderance of published research on numeracy examines this construct among either pre-K or early elementary samples, students with developmental challenges, or is focused on post-secondary and adult cohorts. The numeracy skills of upper-elementary and middle school students is less documented and understood, most notably because of the lack of valid instruments that are developmentally appropriate for the age range. A numeracy scale for use among upper-elementary and middle school students is introduced in this paper. Scale validation was performed using a gender-balanced, racially / ethnically diverse sample of 3rd through 8th grade students (N=197) from a private, Catholic K-8 school in Santa Clara County, California. Construct validity is supported by strong, positive correlations with the three subscales of the Cognitive Abilities Test (CogAT) as well as the Iowa Test of Basic Skills Mathematics test, a standardized academic achievement domain assessment. A preliminary exploration of the critical-thinking dispositional correlates of numeracy suggests a positive relationship with students’ self-reported creative problem solving, diligence, systematicity, and fairmindedness.
Link to full paper: Numeracy
Critical Thinking and Clinical JudgmentCritical Thinking and Clinical Judgment PDF
Talking Critical ThinkingTalking Critical Thinking PDF
——————————————————————Analyzing Explanations for Seemingly Irrational Choices: Linking Argument Analysis and Cognitive Science PDF
——————————————————————A Look across Four Years at the Disposition toward Critical Thinking Among Undergraduate Students PDF
——————————————————————Reasoned Judgment and Revelation: The Relation of Critical Thinking and Bible Study PDF
——————————————————————The Disposition Toward Critical Thinking PDF
Motivation to Think in Working and LearningMotivation to Think in Working and Learning PDF
——————————————————————Professional Judgment and the Disposition Toward Critical Thinking PDF
The assessment of graduating students’ critical thinking skills and habits of mind challenges and rewards those who approach the task from a critical thinking perspective
Facione, NC, Facione, PA, (1996). Holistic Nursing Practice, Volume 10, Number 3, pp. 41-53
Abstract: The assessment of graduating students’ critical thinking skills and habits of mind challenges and rewards those who approach the task from a critical thinking perspective. This paper identifies and discusses issues in the design of authentic assessments of critical thinking as an educational outcome predictive of competent professional judgment in professional practice programs. The paper uses as its running example programs in nursing, but is applicable to programs in business, engineering, social work, teacher preparation, and other areas of professional practice.. Authentic assessment implies a multiple methods design which address the diverse contexts within which judgments must be made by professional nurses. Most important, it implies a concern for validity and reliability of measurement, selection of appropriate data-points, and attention to a number of logistical and practical concerns. Keywords: Outcomes assessment, critical thinking, portfolio assessment, testing, clinical judgment, professional judgment, nursing education.
.——————————————————————Externalizing the Critical Thinking in Knowledge Development and Clinical Judgment PDF
Assessing critical thinking skills and the disposition to use them is crucial in nursing education and research.
Facione, NC, Facione, PA, and Giancarlo (Gittens), CA, (1994). Journal of Nursing Education. Volume 33, Number 8, pp. 345-350.Abstract: Assessing critical thinking skills and the disposition to use them is crucial in nursing education and research. The CCTDI uses the Delphi Report’s consensus definition of Critical thinking as the theoretical basis to measure the disposition toward critical thinking. Item analysis and factor analysis techniques were used to create seven attribute scales that grouped the Delphi descriptive phrases into larger, more unified constructs: Open-mindedness, Analyticity, Cognitive Maturity, Truthseeking, Systematicity, Inquisitiveness, and Self-Confidence. The initial reliability coefficients (Cronbach’s alpha .90 overall and .71 -.80 for the seven internal scales) remained relatively stable when the 75-item instrument was administered to 1,019 additional college students (.90 overall, .60 -.78 scales). The instrument has subsequently been used to assess the disposition toward critical thinking in junior high school through the doctoral level. Psychometric research using the CCTDI and related instruments offers the potential of testing a number of interesting hypotheses regarding the attributes of mind which might contribute to improved clinical judgment and critical thinking in nursing.