Volume 30, Issue 3, Fall 2015
Effect Size and Critical Thinking Assessment
A Response to Wright
This is a brief response to David Wright’s commentary on my paper, “Critical Thinking Instruction: A Realistic Evaluation: The Dream vs. Reality.” Wright claims that if one looks more closely at the literature on critical thinking (CT) assessment that the reported effect sizes for CT instruction are quite respectable and my standards are too high. My comments will focus is on whether effect size is both problematic and an adequate measure for assessment.