Validating crtical thinking
The latter is exemplified by the variety of existing definitions on CT [14–17].
At least two different considerations of the conceptualisation of CT can be discerned: (1) considering CT as discipline-specific and/or discipline-general and (2) considering CT as a set of skills or as a combination of skills with a disposition to be a “critical thinker”.
Neither of the two tests shows a high overall reliability.
The strength of the correlations between the constructed-response items and the forced-choice items of the HCTA with the CCTT calls for further research on the precise relation between CT skills and dispositions and the ability of the HCTA to assess both independently.
However, during the last decade, the discussion between the two movements has become less prominent as most researchers agree that there are some general CT skills, which are applicable in various contexts, while familiarity with a discipline plays an important role too .
A second facet on which scholars differ in their conceptualisation of CT concerns the question whether CT is a set of skills or also a disposition .
The development of critical thinking (CT) is generally acknowledged as an important aim of higher education [1–4].
Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the development and validation of a test designed to measure students' acquisition of CT skills in electricity and magnetism (CTEM).
Centre for Educational Effectiveness and Evaluation, KU Leuven, Dekenstraat 2, P. Box 3773, 3000 Leuven, Belgium Received 26 June 2013; Revised 11 September 2013; Accepted 16 September 2013Academic Editor: Lieven Verschaffel Copyright © 2013 An Verburgh et al.