Critical Thinking Development Among First-Year College Students

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: The Integration of Cognition and Assessment: Improving Assessment Development and Score Interpretations and Utilization

Abstract

Critical thinking is a key outcome of higher education. However, few studies have examined the time-varying consequences of a specific intervention. This study examined the effectiveness of a first-year, year-long course intended to improve students' critical thinking skills. Students were assessed three times during the year, using a locally developed performance assessment – the Critical Reasoning Assessment (CRA). Using a standard, two-level growth model, we estimated the characteristics of CRA score trajectories. The findings indicate that students' critical thinking skills improved substantially throughout their first year. Those who started with lower skills displayed higher growth rates through the year. We also find that growth rates were not constant, with greater growth in earlier months. Plans for future research are discussed.

Authors

• Ella Anghel, Boston College

• Henry I. Braun, Boston College

• Audrey Anne Friedman, Boston College