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9 Jun 00 1 Measuring Students’ Critical Thinking: Problems and Possible Solutions Aggi Tiwari RN PhD Department of Nursing Studies The University of Hong Kong

9 Jun 001 Measuring Students’ Critical Thinking: Problems and Possible Solutions Aggi Tiwari RN PhD Department of Nursing Studies The University of Hong

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9 Jun 00 1

Measuring Students’ Critical Thinking: Problems and Possible Solutions

Aggi Tiwari RN PhD

Department of Nursing Studies

The University of Hong Kong

9 Jun 00 2

Measuring CT: Some problems & possible solutions

(1) Is the conception of CT defensible?

9 Jun 00 3

Conceptualization of CTDiverse:

problem-solving (Watson & Glaser, 1980) deductive-inductive reasoning (Ennis, 1962, 1987) reflective skepticism (McPeck, 1981) questioning assumptions (Brookfield, 1987) dialectical thinking (Paul, 1993) purposeful, self-regulatory judgment (Facione &

Facione, 1997)

Lack of universal agreement

9 Jun 00 4

Different interpretations

of CT

Different criteria of

performance

Results comparable?

9 Jun 00 5

Justifications for adopting a particular conception of CT

Is the definition broad enough to encompass the key features of CT?

Is the definition relevant for the study?What is the scientific basis for the

conception?Is direct testing possible?

9 Jun 00 6

Conception of CT adopted: An example

“purposeful self-regulatory judgment manifests itself in giving reasoned consideration to the evidence, context, standards, methods, and conceptual structures within which a decision is made about what to believe or what to do”

(Facione & Facione, 1997, p.1)

9 Jun 00 7

Justifications for adopting Facione & Facione’s definition of CT

(i) Broad enough to encompass: deductive-inductive reasoning problem-solving reflective skepticism dialectical thinking

9 Jun 00 8

Justifications for adopting Facione & Facione’s definition of CT

(ii) Relevant for participants of study: Practicing nurses need to -

• think logically• suspend judgment temporarily• reason from different perspectives• regularly monitor own reasoning

9 Jun 00 9

Justifications for adopting Facione & Facione’s definition of CT

(iii) Derived from rigorous scientific methods, has interdisciplinary

consensus, subjected to on-going empirical testing.

(iv) Can be tested directly:CCTDICCTSTHCTSR

9 Jun 00 10

Measuring CT: Some problems & possible solutions

(2) What procedures should be used to test the impact of a specific intervention on students’ CT?

9 Jun 00 11

Study Design - Example A

Time Series (Cook & Campbell, 1979)Pretest measure - students’ CT assessed

before implementation of PBLPost-treatment measures - measurements of

students’ CT taken on completion

9 Jun 00 12

Study Design - Example A

Criticism: No control group - would students’ CT be

enhanced because of some other reasons? Would the effects of the intervention be

retained?

9 Jun 00 13

Study Design - Example BGroup Pretest Exp. Post-exp.

Stage Stage

E O1X O2 O3

C O1 O2 O3

9 Jun 00 14

Study Design - Example BControl group provides a baseline to

evaluate the effects of the intervention.Need to overcome the design deficits in

nonequivalent control group design e.g. pretest.

Would the effects of the intervention be retained after the intervening period? The addition of a post-experimental follow-up

study.

9 Jun 00 15

Measuring CT: Some problems & possible solutions

(3) Are the CT measuring tools valid and reliable?

9 Jun 00 16

Choosing CT measuring tools:Some considerations

CT is complex, not a collection of simple skills - unlikely that a single tool can cover all dimensions of CT.

Combination of measurements - the strengths of each measuring method reflected in the overall results, deficiencies of one method compensated by the others.

9 Jun 00 17

Choosing CT measuring tools:Some considerations

Both the skills and dispositional aspects of CT should be measured.

The CT measuring tool should be based on a defensible conception of CT.

Constructed at a level appropriate for those taking the test.

Is the tool culturally sensitive?

9 Jun 00 18

Examples of CT measuring toolsExample (i):

CCTDI - ‘one-shot’ measurement of HK and Australian nursing students’ CT

Example (ii): CCTDI + interviews - repeated measures of

experimental and control groups

Example (iii): CCTDI + HCTSR - pretest and posttest of HK

nursing students’ CT

9 Jun 00 19

Measuring CT: Some problems & possible solutions

(4) How to ensure that the interpretation is culturally sensitive?

9 Jun 00 20

The case of the intellectually biased students???

Disposition toward truth-seeking: “being eager to seek the best knowledge in a

given context, courageous about asking questions, and honest and objective about pursuing inquiry even if the findings do not support one’s self-interests or one’s preconceived opinions” (Facione, Sanchez & Facione, 1994, p.6).

9 Jun 00 21

The case of the intellectually biased students???

Exp. Group Control Group

Pretest 33.7 33.8

Posttest 1 34.0 34.1

Posttest 2 34.7 34.6

Maximum 60 Minimum 10

Ambivalent inclination 30 - 40

Positive inclination 40+

Negative inclination 30-

9 Jun 00 22

In the Chinese context...Social harmony - foundation of Chinese

cultureUnderpinning communication and

interpersonal relationshipsMaintaining harmony is paramountPreserving peaceful relations through

communication processes: Hanxu Mianzi

9 Jun 00 23

In the Chinese context...Hanxu (implicit communication):

leaves the “unspoken” to the listeners

Mianzi (face-directed communication strategies): intentions or disagreements deliberately articulated

indirectly

Buanzuei (talk back) challenging or questioning others upsets the established hierarchical relationships and

social harmony

9 Jun 00 24

The case of the intellectually biased students???

Chinese students not inclined to seek the truth?

Chinese students value harmony in interpersonal relationships more than the pursuit of truth?

9 Jun 00 25

SummaryMeasuring students’ CT:

(1) Is the conception of CT defensible? (2) What procedures should be used to test

the impact of a specific intervention on students’ CT?

(3) Are the CT measuring tools valid and reliable?

(4) How to ensure that the interpretation is culturally sensitive?