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 per cent of the students had completely opposite test results. Explanations for the inconsistent results are discussed in detail.
Original language | English |
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Journal | Studies in Educational Evaluation |
Volume | 44 |
Pages (from-to) | 1-8 |
Number of pages | 8 |
ISSN | 0191-491X |
DOIs | |
Publication status | Published - Mar 2015 |
MoE publication type | A1 Journal article-refereed |
Fields of Science
- 516 Educational sciences
- critical thinking
- constructed-response task
- multiple-choice test
- AHELO
- performance assessment