Subject: subdivision: publisher: year: notes: contents: results are sorted by title in ascending alphabetical order displaying 20 records per page. If there are more than 20 results, links to additional pages will be present. for hints about searching specific fields, including searching by call number or year, see the test collection help page. The ennis weir critical thinking essay test was designed to be used both as a test and as a teaching instrument. As a test, it is an informal assessment device that requires scoring judgements by examiners who should have had at least a college level course in informal logic, critical thinking, or the equivalent.

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no summary is currently available the purpose of the international critical thinking test is to provide an assessment of the fundamentals of critical thinking that can be used with content from any subject. The first goal is to provide a reasonable way to pre and post test students to determine the extent to which they have learned to think critically.

The second goal is to provide a test instrument that stimulates the faculty to teach their discipline so as to foster critical thinking in the students. Once faculty become committed to pre and post testing their students using the exam, it is natural and desirable for them to emphasize analysis and assessment of thinking in their routine instruction within the subjects they teach. The test is designed to have high consequential validity that is, the consequence of using the test is significant: faculty tend to re structure their courses to put more emphasis on critical thinking within the disciplines to help students prepare for the test.

It also has the consequence that faculty think through important critical thinking principles and standards which they otherwise take for granted the international critical thinking test differs from traditional critical thinking tests in that traditional tests tend to have low consequential validity that is, the nature of the test items is such that faculty, not seeing the relevance of the test to the content they teach, ignore it. For one, the structure and standards for thought explicit in the test are relevant to thinking in all departments and divisions. The history department can choose an excerpt from historical writing sociology from sociological writing etc. In one case, a section from a textbook may be chosen in another, an editorial, in a third, a professional essay. In short, the writing prompt can be chosen from any discipline or writing sample.

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What is more, since to make the test reliable the faculty must be intimately involved in the choosing of the writing prompt and in the grading of tests, faculty are primed to follow up on the results. Results are seen to be relevant to assessing instruction within the departments involved. The international critical thinking essay test is divided into two parts: 1 analysis of a writing prompt, and 2 assessment of the writing prompt. In the analysis segment of the test, the student must accurately identify the elements of reasoning within a written piece each response is worth 10 points.

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In the assessment segment of the test, the student must construct a critical analysis and evaluation of the reasoning in the original piece. Each student exam must be graded individually by a person competent to assess the critical thinking of the test taker and trained in the grading called for in this examination. the international critical thinking test is available to educational institutions under three different options direct license. you may elect to be licensed directly to use the exam. In this case, you must take responsibility for training the graders and the appropriate use of the exam. with a training session for faculty graders. you may schedule a training session for faculty to use and grade the test. Contact us for professional development workshop information if you are interested in this option.

pilot site. you may elect to become a pilot site for the exam. In this case, you must submit a plan as to how you will field test the exam, specifying what your purpose is and how you will structure your pilot project. To be accepted as a pilot site, you must provide evidence that you will train the graders appropriately and carefully control the conditions under which you pilot the exam. Once you have used the test you must also provide a written report explaining the results of your project.

supplement to the test/manual entitled the ennis weir critical thinking essay test robert h. Ennis, professor emeritus, university of illinois, uc illinois critical thinking project november, 2005 to be available on the academic web site, p. Ennis weir user norms for students without claimed prior critical thinking instruction p. Ennis weir user norms for students who have received some claimed or possible critical thinking instruction p.10 9 table 2. Relationships introduction the original test/manual ennis amp weir, 1985 provided the test, as well as information about its design, content related evidence of validity, reliability , and administration and scoring. The current supplement is intended to replace the first supplement and contains the data provided in that first supplement and the original test/manual, together with the considerable data acquired since then. More data are and will be out there, and are hereby solicited for use in preparing a subsequent supplement.

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But for the test itself, and information about its design, content related evidence of validity, administration, and scoring, you are referred to the original test/manual, which is available for downloading at no cost from my academic web site, the current supplement provides data and discussion thereof resulting from the test 146 s use in twenty four studies. You will find information regarding the groups involved in the studies, user norms, reliability consistency indices, experimental studies about the effects of teaching critical thinking and other things, and relationships with other variables. Information about these studies came to my attention either through a review of the social science citation index and a review of dissertation abstracts international both from 1980 through summer of 19 , or personal communication.

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The nature of the groups involved in the following list, groups that are the sources of these data are designated by the letters, ew and a number, roughly ordered in accord with the date of the securing of the data. Each group is briefly described because the contexts of the data are relevant to their interpretation: ew 1. Seventy one undergraduates at a suny unit in upstate new york, in two groups: students at the end of a traditional introductory logic course and students at the end of an experimental two semester sequence in writing and critical thinking called effective thinking and communicating rapaport, 1979. Twenty seven undergraduates in a critical thinking/informal logic course in a large midwestern state university, tested midway through the course ennis amp weir,1985, p. Twenty eight gifted eighth grade students of english, who had received some critical thinking instruction in a suburban chicago area school system ennis amp weir, 1985, p.

Seventy two fifth and sixth grade gifted students experimental and control groups from a large school district in central mississippi the experimental group was explicitly taught standard critical thinking objectives in a seven week portion of the curriculum chennault, 1989. Ninety three above average eighth grade students in a course in library research and writing skills. Sixty five tenth graders 4 th form in a traditional commonwealth girls high school in jamaica experimental and control groups.

The experimental group was explicitly taught critical thinking, using among other things a letter to an editor comparable to the ennis weir moorburg letter, and focusing on the aspects of critical thinking assessed in the ennis weir test as well as some other standard fallacies sirbratthie, 1991. Forty seven elementary teachers broken into three groups: those who received instruction in richard paul 146 s remodeling of lesson plans with the inclusion of a thinking frame, those who received the remodeling instruction but without the thinking frame, and those who received neither moreyra, 1991. One hundred forty eight ninth and eleventh grade students taught persuasive writing one period every monday for six weeks the experimental group in accord with toulmin 146 s model of arguments, and the control group in accord with a section of the text, writing persuasive composition wallace, 1992. Twenty seven academically gifted students selected from twenty one middle schools in southern california after 40.5 hours of summer instruction in a course on thinking writing waldron, 1992.

The experimental group took a course in introduction to philosophy the control group took an ap english course yarbrough,1992. Sixty four tenth , eleventh , and twelfth grade students in suburban schools near st. Johns, newfoundland, were given three versions of the ennis weir test to see whether extra hints and guidelines helped the students on the test. This was done in order to see whether critical thinking dispositions played a role in taking the ennis weir test. Forty nine heterogeneous fifth graders in rural central pennsylvania, instructed for 30 days at 1.5 hours per day in critical thinking in english and social studies for about half the students the critical thinking instruction was infused deliberate teaching of the thinking skills , while for the others, the instruction was immersion thinking skills develop naturally in the context , colledge, 1993. Thirty three sophomores at a midsize midwestern university enrolled in a required core course for a major in communications, about half of whom were given instruction that integrated critical thinking and deconstructive conceptual frameworks, the other half serving as a control group koehler, 1993. One hundred ninety eight undergraduates in an educational psychology course at a large midwestern university, who were given a number of tests to see the relation between critical thinking and certain academic and personality variables, and to check the viability of the conceptualization of critical thinking as two factors, abilities and dispositions taube, 1993.

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Sixty maylay undergraduates for whom english is a second language at a large midwestern university, pre and post tested in a critical thinking course. Correlations with sat, toefl, act, twe, and the maylaysian certificate of education test are provided moore, 1995. Thirty eight southern california seventh grade students 65% minority in a model technology program that was intended to develop critical thinking abilities. Twenty nine community college non major chemistry students, given three laboratory exercises asking them to identify unknown chemicals. Eighty four students enrolled in an english composition argumentation course in a midwestern university weiner, 1996. Thirty six asian junior college women who took a one year intensive efl/esl course. All were given the ennis weir test as a post test only davidson amp dunham, 1997.