The type of CT measure employed (standardized vs. non-standardized; item format) influences evaluation of intervention effectiveness¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 93% of studies employing non-standardized CT measures reported significant improvement, versus 55% of studies employing standardized measures. → Dawit T. Tiruneh 2014

Evidence¶

Dawit T. Tiruneh 2014¶

Dawit T. Tiruneh, An Verburgh & Jan Elen. (2014). Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies. Higher Education Studies. http://dx.doi.org/10.5539/hes.v4n1p1

q2 · i? · review · r3

The review's comparison of CT outcomes across its 33 studies (Appendix D) reports non-standardized researcher-made measures were associated with significant improvement more frequently (93%) than standardized measures (55%). Items plausibly related to instruction tasks may explain the difference.

"Studies which employed th e non-standardized CT meas ures reported significant improvement on the posttest or between the experimental and control conditions more frequently (93% of the studies) than the standardized CT measures (55% of th e studies)."

Discussion¶

Related Claims¶

• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — the general claim this finding bears on, with the studies behind it

• ITS evaluation results depend strongly on test type: effects are large on locally developed tests (ES = 0.73) and small on standardized tests (ES = 0.13) — the general claim this finding bears on, with the studies behind it

• Language and early writing interventions showed larger effects on researcher-developed than standardized outcome measures, while phonological awareness, print knowledge, and decoding effects were comparable across measure types — related
• Proportions of significant CT gains vary by instructional approach, but approach alone does not determine effectiveness — related