Critical Thinking Questionnaire (CThQ) – construction and application of critical thinking test tool

Autor

DOI:

https://doi.org/10.15503/andr2022.1

Słowa kluczowe:

key competences, abilities, adult education, critical thinking diagnosis, adulthood, transformative learning

Abstrakt

Thesis. The article presents the construction process and psychometric properties of the Critical Thinking Questionnaire (CThQ). The questionnaire is a critical thinking test tool designed for adolescents and adults. The basis for creating the questionnaire was classifying the educational goals proposed by Benjamin Bloom and spread by critical thinking practitioners.

Methods. The independent rater system was used in the construction of the test, while the psychometric properties of the test were tested on a sample of 198 people, calculating the inter-correlation and the Cronbach’s Alpha reliability coefficient.

Result. Both assessments of the independent rater system and research checking the psychometric properties of the test indicate high reliability of the tool. Cronbach’s Alpha coefficient of internal consistency was 0.87. In its final version, the test consists of 25 items, the results of which allow assessing critical thinking in 6 scales: remembering, understanding, applying, analysing, evaluating, and creating. The tool also allows checking the overall score.

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Biogram autora

Aleksander Kobylarek - University of Wrocław, Institute of Pedagogy, ul. Dawida 1/3

PhD in humanities, assistant professor at the University of Wrocław (Poland) in Departament of Pedagogy, manager of the University of the Third Age in the University of Wrocław up to 2016, author of more than 100 scientific publications, including articles, books, chapters, editor-in-chief of international scientific "Journal of Education Culture and Society" and "Ogrody Nauk i Sztuk (Gardens of Science and Arts).

Bibliografia

Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Susan Fauer Company, Inc.

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Halpern, D. H. (1998). Teaching critical thinking for transfer across domains: dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), pp. 449-455.

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Kuhn, D. (2008). Education for thinking. London: Harvard University Press.

Lamri, J. (2018). Les compétences du 21e siècle. Malakoff: Dunod.

Malewski, M. (2018). Teorie andragogiczne [Andragogical theories]. Wrocław: Wydawnictwo Uniwerystetu Wrocławskiego.

Paul, R., & Elder, L. (2012). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Sonoma: Pearson.

Siegel, H. (1988). Educating reason: rationality, critical thinking, and education. New York: Routledge.

Wasilewska-Kamińska, E. (2016). Myślenie krytyczne jako cel kształcenia na przykładzie systemów edukacyjnych USA i Kanady [Critical thinking as an educational goal on example of educational systems of the USA and Canada]. Warsaw: Wydawnictwo Uniwersytetu Warszawskiego.

Pobrania

Pliki dodatkowe

Opublikowane

2022-03-27

Jak cytować

Kobylarek, A., Błaszczyński, K., Ślósarz, L., & Madej, M. (2022). Critical Thinking Questionnaire (CThQ) – construction and application of critical thinking test tool. Andragogy Adult Education and Social Marketing, 2(2), 1. https://doi.org/10.15503/andr2022.1

Numer

Tom 2 Nr 2 (2022): Andragogy, Adult Education and Social Marketing

Dział

Introductory article

Licencja

Prawa autorskie (c) 2022 Aleksander Kobylarek; Kamil Błaszczyński, Luba Ślósarz, Martyna Madej

Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.