Writing multiple-choice test items that promote and measure critical thinking

Area of Science:

• Nursing Education
• Educational Assessment

Background:

• Accreditation bodies, like the National League for Nursing Accrediting Commission (NLNAC), mandate critical thinking measurement.
• There is a recognized need to measure critical thinking within specific academic disciplines, such as nursing.
• The discipline-specific nature of critical thinking is supported by researchers like McPeck.

Purpose of the Study:

• To discuss guidelines for developing multiple-choice test items for measuring critical thinking in nursing.
• To adapt criteria for writing critical-thinking multiple-choice test items to the nursing discipline.

Main Methods:

• Reviewing and explaining criteria from Morrison, Smith, and Britt (1996) for critical-thinking multiple-choice test item development.
• Applying these criteria within the context of nursing education.

Main Results:

• Provides a framework for creating nursing-specific multiple-choice questions that assess critical thinking.
• Offers practical guidance for educators to implement critical thinking assessments.

Conclusions:

• Developing discipline-specific assessments is crucial for accurately measuring critical thinking in nursing students.
• The proposed guidelines can enhance the quality and validity of critical thinking measurement in nursing programs.