Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test

The global demand for 21st century competencies raises critical thinking (CT) as a priority educational objective, which in turn projects the need for CT evaluation. The lack of CT assessment instruments for youngsters justifies the aim of this study: to develop a CT test for Primary Education and u...

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Detalles Bibliográficos
Autores principales: Manassero-Mas, María Antonia, Vázquez-Alonso, Ángel
Formato: Artículo revista
Lenguaje:Inglés
Publicado: Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2024
Materias:
student evaluation
critical thinking test
validity
reliability
primary education
evaluación de estudiantes
prueba de pensamiento crítico
validez
confiabilidad
educación primaria
Acceso en línea:https://revistas.unc.edu.ar/index.php/revaluar/article/view/46493
Aporte de:
Revista Evaluar de Universidad Nacional de Córdoba
id I10-R331-article-46493
record_format ojs
spelling I10-R331-article-464932024-09-27T12:34:31Z Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test Evaluación de destrezas de pensamiento crítico en Educación Primaria: Validación de la prueba Desafíos del Pensamiento Manassero-Mas, María Antonia Vázquez-Alonso, Ángel student evaluation critical thinking test validity reliability primary education evaluación de estudiantes prueba de pensamiento crítico validez confiabilidad educación primaria The global demand for 21st century competencies raises critical thinking (CT) as a priority educational objective, which in turn projects the need for CT evaluation. The lack of CT assessment instruments for youngsters justifies the aim of this study: to develop a CT test for Primary Education and unveil its psychometric properties. The methodology follows the test development prescriptions through the elaboration of the six-skill CT test, the test application to primary sixth-graders and the confirmatory factor analysis on the answers. Starting from a 48-item test form, the empirical analysis confirms a six-factor structure, interpret the six empirical factors in face of the postulated CT skills, confirm a one-dimension structure for the whole test and for each of the six factors (except Comparison), and describe the goodness-of-fit psychometric parameters that support the reliability and validity of the 31-item test form. Finally, the properties, utility, limitations, and prospective improvements, developments and applications of the test for education and CT research are discussed. La demanda global de competencias del siglo XXI plantea el pensamiento crítico (PC) como un objetivo educativo prioritario, lo que a su vez proyecta la necesidad de la evaluación del PC. La falta de instrumentos de evaluación del PC para jóvenes justifica el objetivo de este estudio: desarrollar un test de PC para Educación Primaria y presentar sus propiedades psicométricas. La metodología sigue las prescripciones de desarrollo de pruebas a través de la elaboración de una prueba de PC con seis destrezas, la aplicación de la prueba a estudiantes de sexto grado de primaria y el análisis factorial confirmatorio de las respuestas. Partiendo de un formulario de prueba de 48 ítems, el análisis empírico confirma una estructura de seis factores, interpreta los seis factores empíricos frente a las destrezas de PC postuladas, confirma una estructura unidimensional para toda la prueba y para cada uno de los seis factores (excepto Comparación), y describe los parámetros psicométricos de bondad de ajuste que respaldan la confiabilidad y validez de una forma de la prueba con 31 ítems. Finalmente, se discuten las propiedades, utilidad, limitaciones y posibles mejoras, desarrollos y aplicaciones de la prueba para la educación y la investigación en PC. Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2024-09-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revaluar/article/view/46493 10.35670/1667-4545.v24.n2.46493 Revista Evaluar; Vol. 24 Núm. 2 (2024); 53-75 1667-4545 10.35670/1667-4545.v24.n2 eng https://revistas.unc.edu.ar/index.php/revaluar/article/view/46493/46596 https://creativecommons.org/licenses/by/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-331
container_title_str Revista Evaluar
language Inglés
format Artículo revista
topic student evaluation
critical thinking test
validity
reliability
primary education
evaluación de estudiantes
prueba de pensamiento crítico
validez
confiabilidad
educación primaria
spellingShingle student evaluation
critical thinking test
validity
reliability
primary education
evaluación de estudiantes
prueba de pensamiento crítico
validez
confiabilidad
educación primaria
Manassero-Mas, María Antonia
Vázquez-Alonso, Ángel
Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test
topic_facet student evaluation
critical thinking test
validity
reliability
primary education
evaluación de estudiantes
prueba de pensamiento crítico
validez
confiabilidad
educación primaria
author Manassero-Mas, María Antonia
Vázquez-Alonso, Ángel
author_facet Manassero-Mas, María Antonia
Vázquez-Alonso, Ángel
author_sort Manassero-Mas, María Antonia
title Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test
title_short Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test
title_full Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test
title_fullStr Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test
title_full_unstemmed Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test
title_sort assessment of critical thinking skills in primary education: validation of challenges of thinking test
description The global demand for 21st century competencies raises critical thinking (CT) as a priority educational objective, which in turn projects the need for CT evaluation. The lack of CT assessment instruments for youngsters justifies the aim of this study: to develop a CT test for Primary Education and unveil its psychometric properties. The methodology follows the test development prescriptions through the elaboration of the six-skill CT test, the test application to primary sixth-graders and the confirmatory factor analysis on the answers. Starting from a 48-item test form, the empirical analysis confirms a six-factor structure, interpret the six empirical factors in face of the postulated CT skills, confirm a one-dimension structure for the whole test and for each of the six factors (except Comparison), and describe the goodness-of-fit psychometric parameters that support the reliability and validity of the 31-item test form. Finally, the properties, utility, limitations, and prospective improvements, developments and applications of the test for education and CT research are discussed.
publisher Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
publishDate 2024
url https://revistas.unc.edu.ar/index.php/revaluar/article/view/46493
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first_indexed 2025-02-05T22:06:48Z
last_indexed 2025-02-05T22:06:48Z
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