Critical Thinking: Models, Processes,

1
Critical Thinking Models, Processes,
Instruments

• Ruth Green
• George Mason University
• CT Handbook available upon request. Contact
  rgreen1_at_gmu.edu.

2
Do you know CT when you see it?

• Identify one person that the group agrees is a
  strong critical thinker (not a person in the
  group).
• List important characteristics of this person
  (traits, attitudes, skills). Consider whether
  one or more of the traits are more important.
• Pick a reporter to give a 2 minute summary of
  discussion.

3
Characteristics of CT

• Complex both skills attitudes
• Commitment to purposeful, self-directed
  thinking
• Requires judgment - no single right answer
  divergent views contribute
• Based on explicit arguments evidence
• Consider consistency, relevance and adequacy of
  evidence (criteria)

4
Profile of a Critical Thinker

• The ideal CT is habitually inquisitive,
  well-informed, trustful of reason, hones in
  facing personal biases, prudent in making
  judgments, willing to reconsider, clear about
  issues, orderly in complex matters, diligent in
  seeking relevant information, reasonable in
  selection of criteria, focused in inquiry, and
  persistent in seeking results which are as
  precise as the subject and the circumstances
  permit (APA, 1990)

5
Why Use a Model?

• Provides framework for thinking about CT
• Provides a common language
• Guides research
• Faculty tend to like models

6
CT Perspectives

• Critical Thinking Skills
• Facione, Paul
• Critical Thinking Dispositions
• Facione, Paul
• Cognitive Intellectual Development
• Piaget, Perry, Kohlberg, Belenky, Gilligan
• CT/PS Strategy Models
• Other Models Worth Mentioning

7
Major Developmental Theorists

• Cognitive Intellectual
• Piaget, Perry, King Kitchner, Baxter-Magolda
• Moral Development
• Kohlberg, Belenky, Gilligan

8
CT/PS Strategy Models

• General PS Model
• CRESST PS Model
• CT Model Errors

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Other Models Worth Mentioning

• Blooms Taxonomy
• Inquiry
• Fact-Opinion-Judgment
• TriarchicTheory of Intelligence
• Multiple Intellgiences

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Processes for Assessing CT

• Formats
• Multiple-Choice
• Short Answer
• Essay
• Portfolios
• Standardized Tests
• Many available
• Locally Developed Tests
• Discipline-Based
• Outcomes-Based
• Performance Based

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Time of Administration

• Orientation
• End of sophomore year
• Freshman senior years
• End of senior year

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Type of Test

• Norm referenced
• Criterion referenced

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CT Skills (Facione)

• Evaluate information/data
• Apply explain how arrived at judgment
• Apply thinking to ones own thinking

14
CT Dispositions

• Attitudes that dispose a person to undertake CT
• Inquisitiveness
• Truth seeking
• Open mindedness
• Analyticity
• Systematicity
• CT Self-Confidence
• Cognitive Maturity

15
CT SKILLS Richard Paul

• Elements of thought
• Abilities
• Traits of mind
• Universal intellectual standards

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Critical Thinking Skills

• Purposeful, self-regulatory activity to support
  judgments
• Distinguish fact, opinion, judgment
• Broad process involves analysis,
  interpretation, evaluation, inference
• Used in situations w/many solutions, require
  judgments

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Assumptions of Developmental Models

• Underlying thought processes
• Stages not stable not taught
• Students construct meaning
• Require challenging learning opportunities
• Simplemature, complex
• Varies across domains

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Developmental Models

• Piaget reasoning
• Perry intellectual development
• Kitchner reflective judgment
• Kohlberg moral development
• Belenky Gillian - female

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Intellectual Development

• Perry Kitchner
  King
• 1-2 Dualist Same
• 3-4 Multiplicity/relativism Same
• 5-6 Commitment Reflective
  thinking
• Rational inquiry process based on use of
  evidence rules of inquiry

20
CT/PS Strategy Models

• P/S-step-by-step process (recognize define
  problem, alternatives, choose, act)
• P/S requires knowledge, strategies, plan,
  motivation
• CT Errors
• Perception
• Judgment
• Reaction

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Assessment Issues

• Institutional conceptualization CT
• Institutional definition CT
• Broad knowledge buy-in
• Purposes of assessment
• Relevant to goals priorities
• Accepted by stakeholders
• Faculty students involved
• Rigor of test
• Usefulness of test
• Cost
• Best test research design

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Direct, constructed response Essay

• Strengths Concerns
• Construct validity Interaction
  writing/CT
• Reduced bias Artificial
  setting
• Faculty involvement Small 1x sample
• Assess range of skills Student motivation
• Cost

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Indirect Multiple Choice

• Strengths Concerns
• High reliability Under representation
• Easy to score of construct
• Lower cost Bias-specific tests
• Credibility Student motivation
• Rigor fit

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TAKE A SAMPLE TEST

• Do not open the booklet until I tell you to do
  so. You will have 12 minutes to do the test.
  Please read each item carefully and do your best.

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Research on CT

• Gains are slight 2/3 in first year
• Similar results for non-traditional,
  cross-sectional, institutions, measures
• To what extent is this a measurement issue?

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What experiences impact CT?

• Specific CT instruction/course NO
• Substantive, integrative experiences YES
• Faculty behavior YES
• Student involvement effort YES
• Interaction w/agents of socialization - YES