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1. Critical thinking
MeasurementTools and
Assessment Rubrics
Lira Lei Ann I. Bondoc, LPT, MAED

4. CriticalThinking
Critical thinking refers to the ability to analyze
information objectively and make a reasoned
judgment. It involves the evaluation of sources, such
as data, facts, observable phenomena, and research
findings.
Good critical thinkers can draw reasonable
conclusions from a set of information, and
discriminate between useful and less useful details to
solve problems or make decisions.

5. CriticalThinking MeasurementTool
Christopher Dwyer (2018), presented 5 most popular Critical
Thinking Measurement Tools. These are Watson-Glaser Critical
Thinking Assessment (WGCTA; Watson & Glaser, 1980), the
Cornell Critical Thinking Test (CCTT; Ennis, Millman & Tomko,
1985), the California Critical Thinking Skills Test (CCTST;
Facione, 1990), the Ennis-Weir Critical Thinking Essay Test
(EWCTET; Ennis & Weir, 1985) and the Halpern Critical
Thinking Assessment (Halpern, 2010).

6. Watson-Glaser CriticalThinking Assessment
•It consists of 80 multiple choice questions (MCQs)
that measure the ability to draw inferences;
recognize assumptions; evaluate arguments; and
use logical interpretation and deductive reasoning.

8. Inference Questions

9. Exercises Questions

10. Deduction

11. Interpretation

12. Evaluation of Arguments

13. Cornell CriticalThinkingTest
•consists of 52 MCQs which measure skills of critical
thinking associated with induction; deduction;
observation and credibility; definition and
assumption identification; and meaning and fallacies

14. California CriticalThinking SkillsTest
•consists of 34 multiple-choice questions (MCQs) and
measures CT according to the core skills of analysis,
evaluation and inference, as well as inductive and
deductive reasoning

15. Ennis-Weir CriticalThinking EssayTest
•It is an essay-based assessment of the test-taker’s ability
to analyze, evaluate, and respond to arguments and
debates in real-world situations. Authors of the EWCTET
provide what they call a “rough, somewhat overlapping
list of areas of critical thinking competence”, measured
by their test. However, this test, too, has been criticized –
for its domain-specific nature, the subjectivity of its
scoring protocol and its bias in favor of those proficient in
writing.

16. Halpern CriticalThinking Assessment
•consists of 25 open-ended questions based on
believable, everyday situations, followed by 25 specific
questions that probe for the reasoning behind each
answer. The multi-part nature of the questions makes it
possible to assess the ability to use specific CT skills
when the prompt is provided. The HCTA’s scoring
protocol also provides comprehensible, unambiguous
instructions for how to evaluate responses by breaking
them down into clear, measurable components.

18. Critical Thinking Assessment
It can be tricky to perform because it
encompasses such broad skills. However, we
can begin to assess critical thinking by
breaking it down into more basic
components, and then determining criteria
you can use with your learners.

19. 6 Categories for Critical
Thinking
Assessment Rubrics
This rubrics for critical thinking assessment are based
on the stages of Bloom’sTaxonomy.They can be used
for either teacher or peer assessment.

20. 1. Questioning Abilities
•This is all about a learner’s capacity for
formulating questions and framing relevant
inquiries around a problem or challenge. It also
refers to their ability to state questions clearly
and concisely so as to be easily understood by
anyone else.

21. 2. Use of Information
•Information is everywhere today and the
amount we have available is growing
exponentially. Part of the critical thinking
abilities learners need involves finding
information that is useful and relevant to their
needs in school and in life.

22. 3. Keeping an Open Mind
•It takes many cultures, beliefs and stories to
make a world. There are also many possible
answers to the questions we face every day in
life. Critical thinkers remain open at all times to
the multiple possibilities within their
environments.

23. 4. Drawing Conclusions
•When we draw conclusions, we see the true
purpose of an information quest come to its
fruition. It gives us an opportunity to clarify
whether or not our question was answered or
our challenge was met. It is also the recognition
of new learning.

24. 5. Communication & Collaboration
•The classrooms and workforces of today and of
the future are places of teamwork and trust.
Learning how to build connections and manage
a role in a collaborative group is an essential
modern learner skill. Such skills are life skills.

25. 5. Communication & Collaboration
•It’s knowing potential without any
expectation, limits without judging, and ability
without arrogance.
•It is mastery of the self.

26. 6. Self Awareness
•By far, one of the most important aspects of
being able to think critically is based in self-
awareness. It’s knowing potential without any
expectation, limits without judging, and ability
without arrogance. In short, it is mastery of the
self.

27. References:
• Dwyer, Christopher (2018), CriticalThinking About Measuring Critical
Thinking. PsychologyToday. CriticalThinking About Measuring Critical
Thinking | PsychologyToday
• Wasabi Learning. 6 CriticalThinking Assessment Rubrics for Measuring What
Matters. https://wabisabilearning.com/critical-thinking/critical-thinking-
assessment-rubrics
• Critical Thinking. Appraisal – UK Edition. Goodwin Watson – Edwin Glaser.
Practice, Published by Pearson Assessment, 80 Strand, London,WC2R 0RL.
Copyright © 2002, 1993, 1990, 1980, 1964 byThe Psychological Corporation.
http://www.pearsonvue.com/phnro/wg_practice.pdf