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This article compares the test results of two different performance-based assessments of critical thinking: a constructed-response task from the Collegiate Learning Assessment (CLA) and a multiple-choice questionnaire (MCQ). These tests ostensibly measure the same critical thinking skills, such as analysing, interpreting and evaluating information and problem solving. The study utilised a mixed-method approach to explore the differences in students’ (n = 330) test scores. The results showed that the correspondence between the CLA and the MCQ was fully comparable in 45.5% of the students’ test performances. Ten percent of the students had completely opposite test results. Explanations for the inconsistent results are discussed in detail. 相似文献
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除了PISA(国际学生评估项目)以外,经济合作与发展组织还研发了关注教师专业发展和学校教学的TAMS项目(国际教学调查项目)、调查高等教育学生学习情况的AHELO项目(高等教育学习成果测评)和对16~65岁成人进行能力评估的PIAAC(国际成人能力测评项目)。这些国际教育测试分别针对不同的教育人群进行能力评估,以更好地使各国政府了解自身的教育状况,在世界范围内进行跨文化比较,为教育的发展制定更加科学合理的教育政策。 相似文献
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