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1. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Frank Fair, From the Editor’s Desk
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2. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Kevin Possin, Some Problems with the Halpern Critical Thinking Assessment (HCTA) Test
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The HCTA test is a recent addition to the commercially available array of critical-thinking assessment tests in higher education. After an introductory description of the test, I critically review it and conclude that, despite the fact that the HCTA is certainly well-intentioned, it has serious flaws with respect to its affordability, accessibility, and validity.
3. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Jeff Anastasi, The Halpern Critical Thinking Assessment: A Valid Assessment of Critical Thinking?
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4. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Donald L. Hatcher, The Halpern Critical Thinking Assessment: A Review
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5. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Daniel Fasko, Jr., A Review of the Halpern Critical Thinking Assessment (HCTA)
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6. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Diane F. Halpern, The Halpern Critical Thinking Assessment: A Response to the Reviewers
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7. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Michiel A. van Zyl, Cathy L. Bays, Cheryl Gilchrist, Assessing Teaching Critical Thinking with Validated Critical Thinking Inventories: The Learning Critical Thinking Inventory (LCTI) and the Teaching Critical Thinking Inventory (TCTI)
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Critical thinking is viewed as an important outcome of undergraduate education by higher education institutions and potential employees of graduates. However, the lack of clarity and inadequate assessment of critical thinking development in higher education is problematic. The purpose of this study was to develop instruments to assess the competence of faculty to develop critical thinking of undergraduate students as perceived by students and by faculty themselves. The measures of critical thinking teaching were developed in two phases. Phase I focused on development of critical thinking items while Phase II focused on initial validation of the critical thinking inventories. Six brief instruments were developed, all with high reliability and validity. Scale length ranged from 10 to 13 items. Four measures captured students’ perceptions of learning critical thinking and constituted the Learning Critical Thinking Inventory (LCTI). Two scales were intended for faculty to assess their perceptions of the extent they facilitated learning critical thinking in their teaching, and these constituted the Teaching Critical Thinking Inventory (TCTI). The psychometric characteristics of the inventories meet high standards, the measures are sufficiently brief to make them suitable for repeated administration, and different parallel forms are of great value for multiple administrations.
8. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Maralee Harrell, THiNK: Critical Thinking for Everyday Life By Judith A. Boss
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