Critical thinking assessment test (cat)

critical thinking assessment pdf

Eight programs at the University of Wyoming with an identified critical thinking student learning outcome are currently participating in this project. Her research interests focus on the teaching and learning of undergraduate mathematics and on the mathematical preparation of teachers.

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Much of the description, while written with a biological slant, is not unique to the biological sciences, nor even the natural sciences.

In the invitation, students were not informed of the topic of the assessment.

Critical thinking exam questions and answers

Sample discipline-specific and non—discipline specific critical thinking exercises are included in the Supplemental Material. This test group participated in critical thinking scenarios, two journal article discussions where elements of the scenarios were embedded in the discussion prompts, and a final research paper; the test group also was assessed pre and post by the non-discipline-specific Critical Thinking Assessment Test CAT. Test group The test group was composed of fourteen first-year, first-semester undergraduate students; five females and nine males. In our talk, we will describe this new approach and our experiences from our first semester offering two introductory mathematics courses in MSLL. Each program employed a different methodology for testing students based on their courses and program requirements. Control group The control group was also composed of fourteen first-semester, first-year students enrolled in the same course the previous year, twelve females and two males. I utilized the strategy described in this paper in a first-year undergraduate research course focused on bacteriophage biology. Lay out scenario, provide image, or present data. The final research papers of this group were compared with those of the test group. Eleven of the fourteen students in the course participated in the University Honors Program UHP ; on average, UHP students enter the university with a higher degree of academic achievement than our typical first-year student and have demonstrated intellectual curiosity in essays during the selection process.

Furthermore, even laboratory activities that attempt to be inquiry-based do not always emphasize the higher-order thinking competencies, especially when huge numbers of students must be accommodated.

Eleven of the fourteen students in the course participated in the University Honors Program UHP ; on average, UHP students enter the university with a higher degree of academic achievement than our typical first-year student and have demonstrated intellectual curiosity in essays during the selection process.

I profile an approach to manage, with an eye toward preempting, cheating on asynchronous, objective, online assessments. During the year, the Office of Academic Affairs in conjunction with the ECTL, organizes several scoring sessions with faculty and staff from the seven programs using the CAT and from other disciplines across the university.

Critical thinking scenarios Implementation Over the course of the semester, students in the test group engaged in five critical thinking scenarios. Students will determine ways to assess the best explanation or interpretation of data. The committee considered the following definitions of competence as reflected in test scores.

The use of critical thinking scenarios is flexible both in terms of disciplinary content, as well as in terms of courses of different structure and class size. Structure The structure I used for the in-class scenarios is outlined below.

How to pass a critical thinking test

Scoring A member faculty committee representing multiple schools and disciplines was trained by IAS staff to rate the CAT papers according to the rubric. Because of the lack of demonstrated use of these skills in my own students, I set out to help them engage in the habits of mind that would lead them to think more critically. In the invitation, students were not informed of the topic of the assessment. Additional scenarios used, without student responses, are provided in Appendix 1. Vision and Change core concepts and competencies. Methodology Instrument The CAT is a item, 1-hour, short essay critical thinking test with questions and passages designed to simulate real-world experiences that require critical thinking. Developed by a consortium of seven universities with funding from NSF, the purpose of the test is to assess higher-order thinking — thinking that requires application, analysis, synthesis, evaluation, and creativity. In this cohort, nine out of fourteen students participated in the UHP.
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