Measuring and Improving Higher Education Students' Critical-Thinking and Written Communication Skills

• In Event: Developing Instruments to Measure and Improve Student Learning

Abstract

This paper presents two studies, both of which examined higher education students’ critical-thinking skills. Study 1 investigated students’ attitudes toward critical-thinking skills and performance on a critical-thinking assessment. In this study, entering students from an undergraduate business school participated in a critical-thinking assessment and subsequently completed a survey on the importance of critical-thinking skills for their academic and career success. Findings revealed that students valued critical-thinking skills and demonstrated adequate mastery, but they did not find value in certain skill-development offerings. Study 2 evaluated the efficacy of targeted critical-thinking instruction for exiting students at the same university. Students who received the targeted instruction achieved higher average exam scores than their peers who did not receive instruction.

Authors

• Doris Zahner, Council for Aid to Education
  Presenting Author

• Tess E Dawber, Council for Aid to Education
  Non-Presenting Author

• Olivia Rose Cortellini, Council for Aid to Education
  Presenting Author