A comparison of a subject-specific and a general measure of critical thinking |
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| Authors: | Robert D Renaud Harry G Murray |
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| Institution: | a Department of Educational Administration, Foundations, and Psychology, University of Manitoba, Winnipeg, Manitoba, Canada R3T 2N2
b Department of Psychology, University of Western Ontario, London, Ontario, Canada N6A 5C2 |
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| Abstract: | The majority of studies reporting gains in college students’ critical thinking due to instructional process variables measured critical thinking with subject-specific questions rather than general or decontextualized questions. However, it is uncertain whether these gains were attributable to the use of subject-specific questions or to other distinctive aspects of these studies (e.g., methodological). The present study provides a direct, controlled comparison between general and subject-specific test questions in the context of a laboratory-based true experiment assessing the effect of higher order review questions on gains in critical thinking. A stronger effect was found when the tests of critical thinking contained questions that were subject-specific (e.g., introductory psychology) rather than questions that focused on general topics. |
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| Keywords: | Critical thinking Assessment Subject-specific General |
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