Abstract

ORTEGA-QUEVEDO, Vanessa; GIL-PUENTE, Cristina; VALLES-RAPP, Cristina  and  LOPEZ-LUENGO, María Antonia. Design and Validation of Assessment Tools for Critical Thinking in Primary Education. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.48, pp.91-110.  Epub May 02, 2021. ISSN 0121-3814.  https://doi.org/10.17227/ted.num48-12383.

The main objective of this article is to analyze the design and validation of assessment instruments of Critical Thinking (CT) skills applicable to students between 11 and 14 years old; as well as to analyse an implementation of these in an educational context. First, a modification of the Halpern Critical Thinking Assessment (HCTA) is conducted. Next, the psychometric properties are analysed with the results obtained from the application of the test in a sample of 171 students. The results obtained from the analysis make it possible to determine a factorial structure like that of the original test and an acceptable reliability for its application. Secondly, a qualitative rubric is designed to evaluate activities in the classroom context. Ultimately, both instruments are applied in a classroom made up of 17 students aged between 11 and 12, following the pre-test -intervention (carrying out explicit work activities of the CT)-post-test structure. The implementation results extracted with the HCTA modification allow observing an improvement of the CT skills that corresponds to the improvement reflected in the results obtained in the evaluation through the rubric of those same skills in the classroom activities.

Keywords : science and technology; education; evaluation; scientific thinking; critical thinking.

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