ISSUES IN MEASURING CRITICAL THINKING - MEETING THE CHALLENGE

Recent changes in NLN criteria for accreditation highlight the need to measure growth in critical thinking (CT). Choosing the most appropria te methods to measure CT within a specific nursing program poses signi ficant challenges for nurse educators. This article explores major iss ues in measuring critical thinking, including: a) developing a clear d efinition of this concept, b) matching the definition to program goals , c) using value-added assessment and d) deciding between norm versus criterion-referenced methods. Detailed discussion focuses on decisions that must be made regarding instrument selection. Issues such as reli ability and validity of measures, sensitivity of test scores to expect ed growth, the importance of matching methods to program CT definition , and the need for adequate resources are described. Strengths and wea knesses of commercial instruments that measure critical thinking, as w ell as the alternative techniques of portfolios and performance assess ment, are reviewed.