Developing critical thinking test for adolescents: A validity and reliability study from the Czech Republic

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2024-08-06 DOI:10.1016/j.tsc.2024.101613

Radka Hanzlová, Aleš Kudrnáč

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引用次数: 0

Abstract

This article presents a comprehensive validation study of a Critical Thinking Test (CTT) conducted among Czech adolescents in 2023. It offers valuable insights into the psychometric properties, correlations, and predictors associated with analytical, evaluative and inferential abilities of critical thinking. While there are tools available for measuring critical thinking, they tend to be lengthy and inaccessible in the Czech language. Our study seeks to address this gap by developing a concise and effective tool that students can complete within a single class period. Our study is based on a large sample of Czech adolescents in their first year of secondary school (N = 9,495), which allows us to apply Item Response Theory (IRT), which is the best method for validation. The results showed that the abbreviated 33-item version of the CTT is a reliable and valid instrument that measures three distinct abilities (analysis, evaluation, and inference) that are highly correlated. Limitations and implications for the use of the instrument are discussed.

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开发青少年批判性思维测试：捷克共和国的有效性和可靠性研究

本文介绍了 2023 年在捷克青少年中开展的批判性思维测试 (CTT) 综合验证研究。它就批判性思维的分析、评价和推理能力的心理测量特性、相关性和预测因素提供了有价值的见解。虽然有一些工具可用于测量批判性思维，但这些工具往往比较冗长，而且无法用捷克语进行测量。我们的研究旨在通过开发一种简洁有效的工具，让学生在一节课的时间内就能完成，从而弥补这一不足。我们的研究基于捷克中学一年级青少年的大量样本（=9,495），这使我们能够应用项目反应理论（IRT），这是验证的最佳方法。结果表明，缩略版的 33 个项目的 CTT 是一个可靠有效的工具，可以测量三种不同的能力（分析、评价和推理），而且这三种能力高度相关。本文讨论了该工具使用的局限性和影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.