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Conceptual and Methodological Challenges of International Performance Assessment of Critical Thinking

Thu, May 4, 11:30am to 1:00pm CDT (11:30am to 1:00pm CDT), Division D Virtual Sessions, Division D - Section 1: Educational Measurement, Psychometrics, and Assessment Virtual Paper Room

Session Type: Virtual Symposium

Abstract

Performance assessment of critical thinking comprises a real-world, complex scenario. Each scenario describes a challenge to be addressed and provides documents (e.g., memoranda, reports, charts, blogs, twitter) varying in relevance, trustworthiness, and bias susceptibility that the respondent must consider in addressing the challenge. PA of CT can provide valid and useful information for teaching (formative) and accountability (summative) purposes (e.g., Shavelson et al., 2018). Nevertheless, substantial challenges remain, particularly in international context: assessment development complexity across participating countries, testing time, scoring/reliability, and validity—especially comparability (e.g., Berman et al., 2020; Davey et al., 2015; Braun et al., 2020; Leighton, 2019; Ronderos et al. 2021). This symposium elaborates these challenges and discusses possible conceptual and methodological approaches to address them.

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