HEIghten Critical Thinking Assessment

The HEIghten Critical Thinking assessment is administered in a single 45-minute testing session. Each test taker answers 26 questions. The item types include critical thinking sets, short arguments or informational passages, and sets that present conditions applicable to a fictional situation.

Content

Domains
Responsible Decision Making
Subdomain

Critical Thinking

Grades
Post secondary
Languages
English,
Chinese,
Other
Other Language/s
Russian
Respondent
Student

Administration Information

Length
45 minutes
Administration
Computer,
Paper

Access and Use

Price

$12 each up to 499
$11 each 500 to 999
$10 each 1,000+
$20.50 each remote proctored test session

Open Access
No
Use in Research

Demeter E., Robinson, C., Frederick, J. Holistically Assessing Critical Thinking and Written Communication Learning Outcomes with Direct and Indirect Measures. Research & Practice in Assessment, 14, 41-51 https://files.eric.ed.gov/fulltext/EJ1223384.pdf

Roohr, K. C., & Burkander, K. (2020). Exploring Critical Thinking as an Outcome for Students Enrolled in Community Colleges. Community College Review48(3), 330-351. https://doi.org/10.1177%2F0091552120923402 

Roohr, K., Olivera-Aguilar, M., Ling, G., & Rikoon, S. (2019). A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment & Evaluation in Higher Education44(6), 946-960. https://doi.org/10.1080/02602938.2018.1556776 

Psychometrics

Scoring
Computer scoring,
Manual scoring
Referencing
Criterion-referenced
Psychometric References

Gu, L., Ling, G., Liu, O. L., Yang, Z., Li, G., Kardanova, E., & Loyalka, P. (2020). Examining mode effects for an adapted Chinese critical thinking assessment. Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2020.1836121

Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next‐generation assessment. ETS Research Report Series2014(1), 1-23. https://doi.org/10.1002/ets2.12009

Liu, O. L., Mao, L., Frankel, L., & Xu, J. (2016). Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence. Assessment & Evaluation in Higher Education41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358 

Liu, O. L., Shaw, A., Gu, L., Li, G., Hu, S., Yu, N., ... & Loyalka, P. (2018). Assessing college critical thinking: preliminary results from the Chinese HEIghten® Critical Thinking assessment. Higher Education Research & Development37(5), 999-1014. https://doi.org/10.1080/07294360.2018.1467381 

Shaw, A., Liu, O. L., Gu, L., Kardonova, E., Chirikov, I., Li, G., ... & Loyalka, P. (2020). Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment. Studies in Higher Education45(9), 1933-1948. https://doi.org/10.1080/03075079.2019.1672640 

Item Type
Multiple choice

Psychometric Considerations

Psychometrics is the science of psychological assessment. A primary goal of EdInstruments is to provide information on crucial psychometric topics including Validity and Reliability – essential concepts of evaluation, which indicate how well an instrument measures a construct - as well as additional properties that are worthy of consideration when selecting an instrument of measurement.

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