the halpern critical thinking assessment

• DOI: 10.1016/J.TSC.2012.04.001
• Corpus ID: 53317334

The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications

• Heather Butler , Christopher P. Dwyer , +4 authors L. Almeida
• Published 1 August 2012
• Psychology, Education, Sociology
• Thinking Skills and Creativity

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The halpern critical thinking assessment : towards a dutch appraisal of critical thinking, real-world outcomes and critical thinking: differential analysis by academic major and gender.

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Assessment of Undergraduates’ Real-World Outcomes of Critical Thinking in Everyday Situations

Translation, adaptation, and validation of the halpern critical thinking assessment to portugal: effect of disciplinary area and academic level on critical thinking, the assessment of critical thinking critically assessed in higher education: a validation study of the cctt and the hcta, measuring critical thinking as learning outcome: a pilot study from the ideas and exposition module, development of a measurement index of critical thinking in professional formation., development and validation of the student-educator negotiated critical thinking dispositions scale (senctds), an evaluative review of barriers to critical thinking in educational and real-world settings, assessing critical thinking in business education: key issues and practical solutions, 25 references, halpern critical thinking assessment predicts real-world outcomes of critical thinking, instructional interventions affecting critical thinking skills and dispositions: a stage 1 meta-analysis, assessing students' critical thinking performance: urging for measurements using multi-response format., pedagogy for developing critical thinking in adolescents: explicit instruction produces greatest gains., an evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments, critical thinking in psychology, the promotion of critical thinking skills through argument mapping, individual differences in adult decision-making competence., personality processes and individual differences on the relative independence of thinking biases and cognitive ability, the evaluation of argument mapping as a learning tool: comparing the effects of map reading versus text reading on comprehension and recall of arguments, related papers.

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The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications

2012, Thinking Skills and Creativity

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The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications

• August 2012
• Thinking Skills and Creativity 7(2):112–121
• 7(2):112–121

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QEP - Thinking and Beyond

Diane halpern’s four-part model.

• What is Critical Thinking?
• William Perry Model
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Halpern extensively describes the model in Thought and Knowledge: An Introduction to Critical Thinking , a text popular for use in stand-alone critical thinking courses at colleges and currently in its fifth edition.  Halpern embeds the four parts of the model within the definition she provides for critical thinking. Halpern defines critical thinking as “the use of those cognitive skills or strategies that increase the probability of a desirable outcome” and further labels critical thinking as “purposeful, reasoned…goal-directed” and “involved in solving problems, formulating inferences, calculating likelihoods, and making decisions” (8). The definition also stipulates that the thinker must be using appropriate skills for a particular “context” and “type of thinking task” (8). The four-part model then aligns with these definition components and elaborates upon them.

The model’s first part is the overt teaching and learning of specific critical thinking skills and is also delineated in the book’s appendix (Halpern 563-92).

The model’s part two, that “develop[ing] the disposition” of a critical thinker relates to essential “attitudes” such as the “willingness to plan…flexibility…persistence… [and] admit[ting] errors,” as well as “chang[ing] your mind when the evidence changes.” Halpern indicates these attitudes undergird all thinking that raises the chances of attaining goals and solving problems (18-25).

Halpern’s part three centers on student transfer of the critical skills. Along with teaching students specific critical thinking skills, instructors also need to teach students to identify circumstances that require those skills and which skills are necessary in a particular circumstance (Halpern 25-6). To transfer skills, Halpern argues that students must move past “the domain-specific surface characteristics” to identify the “structural aspects of the problem or argument” that “trigger the recall of the thinking skill” (25).

Finally, the fourth part requires students to use metacognition to track the effectiveness of their thinking (Halpern 27). Decisions, goals, and problem solving feature significantly in Halpern’s definition and model. Both the definition and model account for uncertainty in the decision-making process because the result of critical thinking skills need not be “a desirable outcome” but instead a higher chance of such an outcome (8).

Works Cited

Halpern, diane f.  thought and knowledge: an introduction to critical thinking.  5th edition, psychology press, 2014..

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A Short Guide to Building Your Team’s Critical Thinking Skills

by Matt Plummer

Summary .   

Most employers lack an effective way to objectively assess critical thinking skills and most managers don’t know how to provide specific instruction to team members in need of becoming better thinkers. Instead, most managers employ a sink-or-swim approach, ultimately creating work-arounds to keep those who can’t figure out how to “swim” from making important decisions. But it doesn’t have to be this way. To demystify what critical thinking is and how it is developed, the author’s team turned to three research-backed models: The Halpern Critical Thinking Assessment, Pearson’s RED Critical Thinking Model, and Bloom’s Taxonomy. Using these models, they developed the Critical Thinking Roadmap, a framework that breaks critical thinking down into four measurable phases: the ability to execute, synthesize, recommend, and generate.

With critical thinking ranking among the most in-demand skills for job candidates , you would think that educational institutions would prepare candidates well to be exceptional thinkers, and employers would be adept at developing such skills in existing employees. Unfortunately, both are largely untrue.

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The Halpern Critical Thinking Assessment A Valid Assessment of Critical Thinking?