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Issues in measuring critical thinking: meeting the challenge

D Rane-Szostak1, J F Robertson

  • 1Northern Illinois University School of Nursing, DeKalb 60115-2894, USA.

The Journal of Nursing Education
|January 1, 1996
PubMed
Summary

Nurse educators face challenges in measuring critical thinking (CT) growth due to evolving accreditation standards. This article guides selecting appropriate CT assessment methods for nursing programs.

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Area of Science:

  • Nursing Education
  • Higher Education Assessment
  • Educational Measurement

Background:

  • The National League for Nursing (NLN) accreditation criteria now emphasize measuring student growth in critical thinking (CT).
  • Nurse educators encounter significant challenges in selecting effective methods to assess CT within nursing programs.
  • Accurate measurement of CT is crucial for program evaluation and student development in nursing.

Purpose of the Study:

  • To explore major issues and decision-making processes involved in measuring critical thinking in nursing education.
  • To provide guidance for nurse educators on selecting appropriate CT assessment instruments and methods.
  • To review the strengths and weaknesses of various CT assessment tools and techniques.

Main Methods:

  • Conceptual exploration of key issues in CT measurement.
  • Discussion of defining CT, aligning it with program goals, and value-added assessment.
  • Review of norm-referenced versus criterion-referenced methods, instrument selection, reliability, validity, and resource needs.

Main Results:

  • Key challenges include defining CT, matching assessments to program objectives, and choosing between different measurement approaches.
  • Instrument selection requires careful consideration of reliability, validity, sensitivity to growth, and alignment with the program's CT definition.
  • Both commercial instruments and alternative methods like portfolios and performance assessments have distinct strengths and weaknesses.

Conclusions:

  • Selecting appropriate methods for measuring critical thinking growth is complex but essential for nursing program accreditation and quality.
  • Nurse educators must carefully consider multiple factors, including assessment validity, sensitivity, and resource availability, when choosing CT measures.
  • A comprehensive approach considering the nuances of CT definition and program goals is necessary for effective assessment.

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