A number of critical thinking skills inventories and measures have been developed: Watson-Glaser Critical Thinking Appraisal (WGCTA) Cornell Critical Thinking Test California Critical Thinking Disposition Inventory (CCTDI) California Critical Thinking Skills Test (CCTST) Health Science Reasoning Test (HSRT) Professional Judgment Rating Form (PJRF) Teaching for Thinking Student Course Evaluation Form Holistic Critical Thinking Scoring Rubric Peer Evaluation of Group Presentation Form Excluding the Watson-Glaser Critical Thinking Appraisal and the Cornell Critical Thinking Test, Facione and Facione developed the critical thinking skills instruments listed above.
However, it is important to point out that all of these measures are of questionable utility for dental educators because their content is general rather than dental education specific. Purposes of Critical Thinking Skills Instruments Used by professors and students to rate learning outcomes or presentations on critical thinking skills and dispositions.
Reliability estimates for Form Z range from .49 to .87 across the 42 groups who have been tested.
Measures of validity were computed in standard conditions, roughly defined as conditions that do not adversely affect test performance.
If more than one rater is used, then inter-rater reliability must be established among the raters to yield meaningful results.
While the PJRF can be used to assess the effectiveness of training programs for individuals or groups, the evaluation of participants' actual skills are best measured by an objective tool such as the California Critical Thinking Skills Test.
This test measures health science undergraduate and graduate students' CTS.
Although test items are set in health sciences and clinical practice contexts, test takers are not required to have discipline-specific health sciences knowledge.
The instrument can be assumed to be free of bias and measurement error (68).
Alpha coefficients are often used to report an estimate of internal consistency.