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Computer-based performance approach for critical thinking assessment in children.

Irina Uglanova1, Ekaterina Orel1, Daria Gracheva1

  • 1Institute of Education, HSE University, Moscow, Russia.

The British Journal of Educational Psychology
|December 23, 2022
PubMed
Summary
This summary is machine-generated.

A new computer-based performance assessment (CPBA) effectively measures critical thinking (CT) in children aged 9-11. The tool confirms a two-factor structure and reveals distinct cognitive strategies, validating its use in educational settings.

Keywords:
computer-based performance assessmentcritical thinking

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Assessment Design

Background:

  • Critical thinking (CT) is a crucial skill in contemporary society.
  • Existing CT assessments are limited for younger learners, creating a need for child-appropriate tools.
  • This study addresses the gap by developing and validating a computer-based performance assessment (CPBA) for children's CT skills.

Purpose of the Study:

  • To confirm the internal structure of a novel computer-based performance assessment (CPBA) for critical thinking (CT).
  • To analyze patterns of student behavior within the CPBA.
  • To evaluate the convergent validity of the CPBA by comparing its results with standardized achievement tests.

Main Methods:

  • A sample of 1689 students aged 9-11 years participated.
  • Bayesian Networks were employed to investigate the assessment's internal structure.
  • Latent Class Analysis identified distinct behavioral patterns, while convergent validity was assessed using standardized math and language literacy tests.

Main Results:

  • The CPBA demonstrated a confirmed two-factor internal structure, encompassing 'Analysis of information' and 'Making inferences' subskills.
  • CT was characterized as a sequence of cognitive operations rather than a static list.
  • Four distinct cognitive strategies employed by students were identified, influencing their performance outcomes.

Conclusions:

  • The developed CPBA reliably measures critical thinking in children aged 9-11.
  • The assessment's findings support a sequential cognitive model of CT, offering deeper insights into student strategies.
  • A weak positive correlation with achievement tests provides initial evidence for the CPBA's validity.