Measuring Critical and Creative Thinking Ability

Ray Philpot

Measuring Critical and Creative Thinking Ability

Research output: Contribution to conference › Presentation

Abstract

Critical and Creative Thinking (CCT) is a core 21st Century competency. Is CCT ability a single, coherent construct that can be accurately measured, however? The Australian Curriculum, Assessment and Reporting Authority (ACARA) conceives CCT as a general capability that consists of four interrelated elements: Inquiring, Analysing, Generating and Reflecting. A study was carried out that tested whether CCT as defined by ACARA is a single construct that can be applied across school levels from Year 1 to Year 10. Trial data consisted of responses from 4,954 students in 48 Victorian Primary and Secondary schools to (various subsets of) 312 assessment items. Using Rasch measurement theory it was found that most items fit a single uni-dimensional model quite well. In this paper I outline the CCT construct, explain how the assessment instruments were developed and discuss characteristics of the final CCT scale.

Original language	English
Publication status	Published - May 2014
Externally published	Yes
Event	IAEA Conference - Duration: 1 May 2014 → …

Conference

Conference	IAEA Conference
Period	1/05/14 → …

Keywords

Creative thinking
Critical thinking
Rasch measurement

Disciplines

Educational Assessment, Evaluation, and Research

Access to Document

http://www.iaea.info/documents/paper_226dc2a9d3.pdf

Cite this

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AB - Critical and Creative Thinking (CCT) is a core 21st Century competency. Is CCT ability a single, coherent construct that can be accurately measured, however? The Australian Curriculum, Assessment and Reporting Authority (ACARA) conceives CCT as a general capability that consists of four interrelated elements: Inquiring, Analysing, Generating and Reflecting. A study was carried out that tested whether CCT as defined by ACARA is a single construct that can be applied across school levels from Year 1 to Year 10. Trial data consisted of responses from 4,954 students in 48 Victorian Primary and Secondary schools to (various subsets of) 312 assessment items. Using Rasch measurement theory it was found that most items fit a single uni-dimensional model quite well. In this paper I outline the CCT construct, explain how the assessment instruments were developed and discuss characteristics of the final CCT scale.

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