halpern critical thinking assessment using everyday situations

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Download Free PDF

The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications

2012, Thinking Skills and Creativity

The Halpern Critical Thinking Assessment (HCTA) is a reliable measure of critical thinking that has been validated with numerous qualitatively different samples and measures of academic success (Halpern, 2010a). This paper presents several cross-national applications of the assessment, and recent work to expand the validation of the HCTA with real-world outcomes of critical thinking (e.g., contracting a sexual transmitted infection because you did not wear a condom). The real-world outcomes (RWO) inventory measures behavior in a wide range of domains, such as education, health, finance, and interpersonal relationships. Study 1 examined whether scores on the HCTA predicted real-world outcomes in three qualitatively different samples in the United States. Study 2 used the HCTA to assess the effectiveness of an online critical thinking course, and whether the HCTA predicted realworld outcomes in Ireland. Study 3 describes preliminary research involving the translation quality of the RWO (into Spanish and Portuguese) and explored differences in behaviors in the two countries. Overall, the HCTA is a useful tool for assessing critical thinking and predicts real-world outcomes of critical thinking. Cross-national implications and applications are discussed.

Related papers

Education Research International, 2013

Although critical thinking (CT) is generally acknowledged as an important aim of higher education, no validated instrument to assess CT in Dutch is available. Moreover, most instruments are validated on a broad sample with people of diverse educational backgrounds. This possibly hampers the reliability of assessing effects of instructional interventions within educational programmes, where diversity is less. This study investigates the psychometric quality of a translation of the Cornell Critical Thinking Test (CCTT) and the Halpern Critical Thinking Assessment (HCTA) in a sample of Dutch speaking freshmen majoring in educational sciences. Results show a higher content validity and preference by students for the HCTA. The CCTT, however, takes less time to administer and score, which makes it easier to use the CCTT on a larger scale. 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.

Psychological Reports, 2017

Critical thinking is a kind of “good” thinking that integrates a set of cognitive skills and dispositions to use those skills with knowledge to increase the chances of success in academic settings, job market, and daily life. The impact of critical thinking on life events, in face of everyday decisions and challenges, is still unclear, and further research is needed. In this exploratory study, a sample of 230 first-year students of a Bachelor’s Degree or a Master’s Degree in Portugal completed an experimental Portuguese version of the Real-World Outcomes, a self-report inventory measuring everyday negative life events that are mediated by a lack of critical thinking. Based on exploratory factor analysis results and theoretical premises, changes were made to the Portuguese version of the inventory that was administered, and items were aggregated into six dimensions, creating a new version that is more familiar to Portuguese young adults in college. This original proposal of the inven...

The present study analyses the psychometric properties of the Spanish version of Halpern's Critical Thinking Test Using Everyday Situations. For the assessment of this type of thinking, it uses familiar situations with a double response format: open and closed. The test was applied to 335 Spanish students: 238 University students from the 3rd and 4th years of the degree course and 52 high school students. We analysed the reliability of the test and performed an exploratory factor analysis to assess its construct validity. The results suggest that the Spanish version of the test is a trustworthy instrument for assessing critical thinking. However, its factor structure is not strongly related to the theoretical structure of the test. Our results, rather than weakening the construct validity of the test, reflect the strong interrelationship among the different skills of critical thinking.

Critical Thinking and Reasoning, 2021

Anything that is valued is measured. Over the past three decades building critical thinking skills and a thinking mindset has moved from a theoretical academic discussion to a global concern for employers, educators, and those seeking to advance truth-seeking for the sake of democracy and the reasoned pursuit of our common good. This white paper supplies an overview of empirical research on efforts to improve critical thinking in educational and employment settings. The unifying factor in these papers is the data provided by scholars measuring critical thinking using instruments developed and validated by our research team, often in collaboration with international scholar colleagues and professional sector experts. Findings are organized under four broad questions: How do the critical thinking skills of today’s college students compare with earlier decades? How helpful is an assessment of critical thinking for graduate and professional program admissions and for prediction of transition to the workplace? What do the K-12 data tell us about the relationship between critical thinking and optimal childhood development? What is the business advantage of testing and training critical thinking?

Inquiry: Critical Thinking Across the Disciplines, 2013

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 If you are interested in determining how well your course, program, or general education curriculum is enhancing the critical-thinking [CT] skills of your students, is the Halpern Critical Thinking Assessment [HCTA] test an accurate and accessible means of doing so? That is the question here.

Educational Measurement: Issues and Practice, 1991

What can be done at the local school level to study the validity of measures of critical thinking? What information other than test scores should be analyzed? What validity can a test have for diagnosis, monitoring achievement, or curriculum reform? ere is a growing consensus among educators about the need to build opportunities for student thinking into the curriculumopportunities for students to develop their own interpretations, analyses, syntheses, evaluations, and supporting arguments in response Fall 1991

Journal of Ancient Philosophy

In lieu of an abstract, here is a brief excerpt of the content: "Queste pagine trattano del vivente nel penultimo trattato plotiniano, il 53 (= Enn. I 1) dal titolo Che cos’è il vivente e che cos’è l’essere umano?. Si esaminerà in particolare la sezione di esso (cap. 3) che riguarda la separabilità dell’anima dal corpo nel vivente umano. Ivi il rapporto che si instaura tra i due componenti è descritto come un rapporto strumentale, nel senso che l’anima si serve del corpo come un artigiano si serve dei suoi strumenti. L’analisi del testo plotiniano permette di fare un parallelo con il filosofo contemporaneo Henri Bergson (1859-1941), nella misura in cui quest’ultimo, fine conoscitore del filosofo greco, parla del corpo come di uno strumento. A riguardo si approfondirà in particolare il concetto bergsoniano del rapporto tra mistica e tecnica nelle Conferenze di Madrid (1916) e nell’opera Le due fonti della morale e della religione (1932). Lo stimolo in tal senso è venuto d...

Oskar Fuentes Achury

donde los libros son gratis 3 ADVERTENCIA Este tratadito ha sido extractado de una obra más extensa, emprendida sin haber consultado mis fuerzas y abandonada tiempo ha. De los diversos fragmentos que podían extraerse de ella, éste es el más considerable y el que me ha parecido menos indigno de ser ofrecido al público. El resto no existe ya.

Editora Contexto, 2024

IEEE Access, 2024

"Inscribed in Vocality." Pp. 109-23 in Epigraphy, Philology and the Hebrew Bible: Methodological Perspectives on Philological and Comparative Study of the Hebrew Bible in Honor of Jo Ann Hackett (eds. J. M. Hutton and A. Rubin; ANEM; Atlanta: SBL, 2015

Critical Arts, 2024

Question, 2018

Cognition in Buddhist Psychology, 2017

Production and Operations Management, 2009

BMJ Open Quality

Brazilian Journal of Development, 2019

The Journal of Physical Chemistry C, 2015

Enfin le cinema! Arts, images et spectacles en France (1833-1907), 2021

Related topics

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024