Critical thinking survey instruments

Guide to Workforce Skills Assessment Instruments | Publications

The Overall score predicts the capacity for success in educational or workplace settings which demand reasoned decision making and thoughtful problem solving. Analytical skills are used to identify assumptions, reasons, themes, and the evidence used in making arguments or offering explanations.

Analytical skills enable us to consider all the key elements in any given situation, and to determine how those elements relate to one another. People with strong analytical skills notice important patterns and details. People use analysis to gather the most relevant information from spoken language, documents, signs, charts, graphs, and diagrams.

Interpretation is the process of discovering, determining, or assigning meaning. Interpretation skills can be applied to anything, e. People apply their interpretive skills to behaviors, events, and social interactions when deciding what they think something means in a given context. Inference skills enable us to draw conclusions from reasons, evidence, observations, experiences, or our values and beliefs. Using Inference, we can predict the most likely consequences of the options we may be considering. Inference enables us to see the logical consequences of the assumptions we may be making.

Sound inferences rely on accurate information. People with strong inference skills draw logical or highly reliable conclusions using all forms of analogical, probabilistic, empirical, and mathematical reasoning. Evaluative reasoning skills enable us to assess the credibility of sources of information and the claims they make. We use these skills to determine the strength or weakness of arguments.

Applying evaluation skills we can judge the quality of analyses, interpretations, explanations, inferences, options, opinions, beliefs, ideas, proposals, and decisions. Strong explanation skills can support high-quality evaluation by providing the evidence, reasons, methods, criteria, or assumptions behind the claims made and the conclusions reached.

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  • The California Critical Thinking Disposition Inventory (CCTDI).
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Explanation is the process of justifying what we have decided to do or what we have decided to believe. People with strong explanation skills provide the evidence, methods, and considerations they actually relied on when making their judgment.

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Explanations can include our assumptions, reasons, values, and beliefs. Strong explanations enable others to understand and to evaluate our decisions. Deductive reasoning is rigorously logical and clear cut. Deductive skills are used whenever we determine the precise logical consequences of a given set of rules, conditions, beliefs, values, policies, principles, procedures, or terminology.

Deductive reasoning is deciding what to believe or what to do in precisely defined contexts that rely on strict rules and logic.

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  • The Community of Inquiry: Cognitive Presence and Critical Thinking.
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  • Critical Thinking Testing and Assessment.

Deductive validity results in a conclusion which absolutely cannot be false, if the assumptions or premises from which we started all are true. Deductive validity leaves no room for uncertainty. That is, unless we decide to change the very meanings of our words or the grammar of our language.

Critical Thinking Assessment of College Students

Inductive reasoning relies on estimating likely outcomes. Decision making in contexts of uncertainty relies on inductive reasoning. Inductive decisions can be based on analogies, case studies, prior experience, statistical analyses, simulations, hypotheticals, trusted testimony, and the patterns we may recognize in a set of events, experiences, symptoms or behaviors. Inductive reasoning always leaves open the possibility, however remote, that a highly probable conclusion might be mistaken.

Although it does not yield certainty, inductive reasoning can provide a solid basis for confidence in our conclusions and a reasonable basis for action. Numeracy refers to the ability to make judgments based on quantitative information in a variety of contexts. People with strong numeracy can describe how quantitative information is gathered, manipulated, and represented textually, verbally, and visually in graphs, charts, tables and diagrams.

Numeracy requires all the core critical thinking skills. Numeracy includes being thoughtfully reflective while interpreting the meaning of information expressed in charts, graphs, or text formats, analyzing those elements, drawing accurate inferences from that information, and explaining and evaluating how those conclusions were reached. The CCTST has been designed to deliver high quality objective metrics on the strengths and weaknesses of key aspects of thinking.

CCTST reports deliver individual and group results in a presentation ready format. Test-taker scores and group summaries are presented with interpretative analysis by Insight Assessment measurement scientists. Insight Assessment clients depend on the comprehensive data and analysis in a CCTST report to provide the insights needed to achieve their assessment goals.


Clients are currently using individual data for professional development, student or intern placement, hiring, advising, competency training. Group data is being used for new cohort assessment, outcomes assessment, demonstrating the quality of an educational or training program, demonstrating group proficiency, staff development, admissions and more.

Clients can customize their results package with additional analyses, graphics and interpretative text discussing your scores in relationship to your particular goals and objectives. For further information, see Insight Assessment Reports and Analytics. Individual and group scores are provided for all Insight Assessment test takers.

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An interactive model of critical thinking and library anxiety emerged from the investigation, showing how they interact with each other during the library use process. Both theoretical and practical implications of the findings were discussed within the frameworks of affective information behavior and information literacy, respectively. Article Tools Print this article. Indexing metadata. How to cite item. Abstract This study investigated the nature of associations between critical thinking dispositions and library anxiety among undergraduate students.