See our white paper: Consequential Validity: Using Assessment to Drive Instruction .
In other words, the test is designed to have high consequential validity; that is, the consequence of using the test is significant: faculty tend to re-structure their courses to put more emphasis on critical thinking within the disciplines (to help students prepare for the test).
It also has the consequence that faculty think through important critical thinking principles and standards (which they otherwise take for granted).
The English Department can test their students using a literary prompt.
The History Department can choose an excerpt from historical writing; Sociology from sociological writing; etc.
The purpose of the International Critical Thinking Test is to provide an assessment of the fundamentals of critical thinking that can be used in any subject. The first goal is to provide a reasonable way to pre- and post-test students to determine the extent to which they have learned to think critically within a discipline or subject.
The second goal is to provide a test instrument that stimulates faculty to teach their discipline so as to foster critical thinking in the students.What is more, since to make the test reliable the faculty must be intimately involved in the choosing of the writing prompt and in the grading of tests, faculty are primed to follow up on the results.Results are seen to be relevant to assessing instruction within the departments involved.In the Analysis segment of the test, the student must accurately identify the elements of reasoning within a written piece (each response is worth 10 points).In the Assessment segment of the test, the student must construct a critical analysis and evaluation of the reasoning (in the original piece). Each student exam must be graded individually by a person competent to assess the critical thinking of the test taker and trained in the grading called for in this examination. Whether you're a parent with a pen in hand preparing to write yet another hefty tuition check, a student with a headache trying to persuade yourself to get out of bed and go to class or a high schooler with a lot of options deciding what to do after graduation, you've probably asked yourself that question at least once. The test, in part, asks students to use data, articles, blog posts and emails to answer questions and demonstrate skills it says are important for "not only for success in high school and college" but also "for success in the workplace and other aspects of life outside the classroom."Thefound that at about half of schools, large groups of seniors scored at basic or below-basic levels.And an exclusive report out Monday from analyzed results from the College Learning Assessment Plus, or CLA , a critical-thinking test given annually to freshmen and seniors from about 200 U. According to a rubric, that means they can generally read documents and communicate to readers but can't make a cohesive argument or interpret evidence. At California State University in Los Angeles, for example, 35 percent of seniors had below-basic skills and 29 percent had basic skills.Private four-year colleges were even more expensive, costing about ,480 before room and board.A decade ago, tuition and fees cost about ,860 at in-state public, four-year colleges and about ,380 at private, four-year colleges when adjusted for inflation.The International Critical Thinking Essay Test is divided into two parts: 1) analysis of a writing prompt, and 2) assessment of the writing prompt.The analysis is worth 80 points; the assessment is worth 20.