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On the Comparability of Cross-National Assessment of Critical Thinking
Sat, April 26, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3ESession Type: Symposium
Abstract
Performance assessment (PA) of critical thinking (CT) developed by our international consortium involves higher-education students responding toa real-world scenario, a challenge and a document library with preselected information sources (e.g., memoranda, reports) varying in trustworthiness, relevance and bias susceptibility. Students must use the library to prepare an open-ended response to the challenge (Shavelson et al., 2019). PA of CT can provide valid information for teaching in higher education (Braun et al., 2020). Nevertheless, specific challenges arise, particularly in the context of international comparative studies (Berman et al., 2020; Ursin et al., 2022). This symposium addresses these challenges of cross-national comparability of PA of CT and presents different conceptual and methodological approaches.
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Chair
Papers
Students' Thinking Processes, Strategies, and Performance When Responding to PA Tasks of CT - Natalia Ronderos, University of Zurich; Richard J. Shavelson, Stanford University; Henry I. Braun, Boston College; Julian Patricio Mariño von Hildebrand, Universidad de los Andes; Doreen Flick-Holtsch, University of Zurich; Guillermo Solano-Flores, Stanford University; Roza Nalbandyan, Stanford University
University Students’ Critical Thinking – Evaluation of Performance and Thought Processes when Using Multiple Online Sources - Katharina Depré, Johannes Gutenberg University of Mainz; Olga Zlatkin Troitschanskaia, Johannes Gutenberg University of Mainz; Dominik Braunheim, Johannes Gutenberg University of Mainz; Richard J. Shavelson, Stanford University; Paul Frederik Hodes, Johannes Gutenberg University of Mainz
A Method for Representing Cognitive Processes in Think-aloud Protocols - Natalia Ronderos, University of Zurich; Richard J. Shavelson, Stanford University; Doreen Flick-Holtsch, University of Zurich; Roza Nalbandyan, Stanford University
Measuring Change in College Students’ Critical Thinking: Application of Generalizability Theory to Performance Assessment Tasks - Kai S. Cortina, University of Michigan; Jackson Schwartz, University of Michigan
Using G-Theory to Examine Some Aspects of Performance Assessment Comparability Bearing on Cognitive Validity - Roza Nalbandyan, Stanford University; Richard J. Shavelson, Stanford University; Benjamin W. Domingue, Stanford University; Natalia Ronderos, University of Zurich