Importance of Critical Thinking in Higher Education- myassignmenthelp

Question: Write about theImportance of Critical Thinking in Higher Education. Answer: This essay argues about the students critical thinking ability. The essay also argues that the assessment criteria, reliability and validity and challenges that the student faces while going through the thinking process. One must not forget that the psychometric ability not only reveals the candidates aptitude in general but also gives the test maker an insight to indirect analysis of their personality to some extent. The personality behaviour of a candidate is essential aspect to consider a student converted to professional in a workforce. Despite the debate on existing test on critical thinking, tests and ability mappers there are some drawbacks also in those tests. Developing a parameter that can fully measure a human mind and predict the ability is not a 30 minutes process. However, with the development of those students needs to attract and can face challenge in the process. Critical thinking is one of the major skills needed for a student. This not only ensures the right path of thinking but also helps in better decision making in later part in life. With growing skilled workforce, all around the world, the framework of greater education system is using the tools for enhancing ones capability of critical thinking. The objective of having the skill is to analyse a situation with all perspective in mind, without having a bias opinion and then form a judgement in place. This judging supports all the way to making a better decision. The identified key features of critical thinking are discussed below. The problem statement of these study discuses, the assessment criteria of critical thinking and reliability and validity of critical thinking with respect to students perspectives. Further, it suggests the multiple way of critical thinking and challenges and consideration that the student have to take into account of critical thinking. This essay will define and evaluate the different concepts of critical thinking. The planning, adoption and implementation of critical thinking by students are essential for companys using to screen and assess the student(Savery J. R., 2015). Companies these days also plan frameworks for screening candidates ability to think critically in any matter. What are the methods, that needs to be checked by student that will increase their critical thinking ability. In this part of text, analysis, interpretation and assessment criteria of critical thinking is going to be discussed. Burrus and Robins (2013) discussed the core seven frameworks of concerning the general education and competencies important for educating the generation of workforce. Identifying the learning outcomes, questions and analysis with relevant quality of information and considering alternative perspective of solutions needs to be featured characteristics of the students planning to join the workforce and accepting the opinion and conclusion to certain parameters. The value of providing a rubric to an academic student is to make them aware of their thinking assessment. The outline and project outcomes are there to offer critical thinking assessments. Like a study in this research, criteria conducted by the American Philosophical Association (APA) identified that the ancient Delphi method is consensus approach of critical thinking. The discussion of experts divided the criti cal thinking process in six steps. A better decision making is done by interpretation, analysis, evaluation, inferences, explanation, and self-regulation. The decision-making and problem solving skill is a major facilitation of the assessing likelihood of uncertainty (Darling-Hammond, (2015)). Halpern (2012) recognized that the company should focus on the key aspects of critical thinking. This includes the verbal reasoning, argumentative analysis, and making sound decisions and critically thinking in hypothesis testing process. The critical test they discussed in the article has invented a Halpern Critical Thinking Assessment (HCTA) has detail assessment criteria. This was also very interesting read, which explore on the arguments of critical thinking and reasoning. This research in the respected area has also given the effort to some commercially available assessments of critical philosophy of thinking. Another way is of multivariate nature of the critical thinking definition which says that, different themes to be considered, which is the main thing that is going to be discussed now. The different bodies that assures the reliability of critical thinking are California Critical Thinking Disposition Inventory (CCTDI), Watson-Glaser Critical Thinking Appraisals (WGCTA), HCTA, Collegiate Assessment of Academic Proficiency (CAAP) program ensure the operational thinking, reasoning of arguments and evaluation assessment process(Bass, 2012). The mental motivation and integrated with writing and involves metacognition. The assessment test includes the vendor, which is insight for the test taker, the format of taking test like Likert scale. The delivery of test, which ensures the medium the test, must be taken into. The length of the psychometric or aptitude test and the themes that the base the test is formed. The measurement of the test is recognition of the students mental assumptions and deduction capability. The tests mentioned above are also a report that can give insight to the scorecard ability of the students. . The 92% of college graduates are identified to be successful if critical thinking power is more than average in them. The high school students are also reported to be come under the important assessment criteria of psychometric ability power. The body of Assessment of Higher Education Learning Outcomes (AHELO) project, which comes under the Organisation for Economic Co-operation and development (OECD) includes critical thinking learning is a core competency when evaluating the learning outcomes of college pass out students(Darling-Hammond, (2015)). The organisation has contributed to many economical development of countries and have expanded it research in the given critical thinking field. Another way of testing the critical thinking criteria is to consider reliability of the testing criteria. The Construct responses of the students and validity of the measurement CAAP , CCTST and WGCTA and HCTA have combination of multiple choice questions of authentic context of reliability and validity (Bass, 2012). The scale variability and of different pointed scale and length dimension in line can give a supportive not only to the test taker but also the education council for assessment. The internal consistency of the subscales needs to be considered before posing the test to prospective candidates. The score does not need to be generalised, as it will corrupt the scorecard of the respondents. Studies also reported the unstable factor structure and low reliability on some test according some critics for the test CCTDI (McClarty, Orr, P. M., Vassileva, McVay, 2012).The validity scorecard of critical thinking and cognitive measurements, such as SAT or GRE tests are pointed scale that also evaluated the negative aspects of students critical thinking ability. However, this examines the external validity assessors of the candidates. The significant parameters and fewer negative life events come under the validity criteria. The low-moderate-high observation range has significant correlation of appraising observation (Mattern, et al., 2014). Further the challenges and consideration of critical thinking that is essential for students. Designing a test major challenge for balancing the authenticity and of the psychometric ability for a company and it is for screening the candidates. The typical aptitude test is does not reveal any skill proficiency of the candidate. It is often seen that this critical thinking perspectives of candidates is overlooked if a company is in dire need of candidate recruitment. The Klein et. al. (2012) study compared the construct validity of three standardized assessments of college learning outcomes including critical thinking. The school-level correlation between a multiple-choice and a constructed-response critical thinking test was high. . Another challenge of designing a critical thinking test is the different education level of the candidates. The instructional relevance of faculty member and isolation from curriculum and instruction. The more they foster critical thinking specifically the more they use it to reach a common goal(Dwyer, Hogan, Stewart, 2014). Thinking is the most valuable things in a human world; this contentious skill is also needed on everyday part of our lives. According to Association of American Colleges and Universities (AACU), 95% of chief in position of academic officers from 433 different body came to a finale statement that critical thinking is one of the most needed for intellectual qualities in every students and in workers(Yang Wu, 2012). Reference Bass, R. (2012). Disrupting ourselves: The problem of learning in higher education.Educause Review,47(2), 23-33. Darling-Hammond, L. (2015).The flat world and education: How America's commitment to equity will determine our future. Teachers College Press. Dwyer, C. P., Hogan, M. J., Stewart, I. (2014). An integrated critical thinking framework for the 21st century.Thinking Skills and Creativity,12, 43-52. Markle, R., Brenneman, M., Jackson, T., Burrus, J., Robbins, S. (2013). Synthesizing frameworks of higher education student learning outcomes.ETS Research Report Series,2013(2). Mattern, K., Burrus, J., Camara, W., O'Connor, R., Hansen, M. A., Gambrell, J., ... Bobek, B. (2014). Broadening the Definition of College and Career Readiness: A Holistic Approach. ACT Research Report Series, 2014 (5).ACT, Inc. McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., McVay, A. (2012). A literature review of gaming in education.Gaming in education, 1-35. Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., Turkheimer, E. (2012). Intelligence: new findings and theoretical developments.American psychologist,67(2), 130. Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions.Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows,9, 5-15. Yang, Y. T. C., Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study.Computers Education,59(2), 339-352.