Title

Chinese and United States Students' critical thinking : cross-cultural construct validation of a critical thinking assessment

Document Type

Presentation

Source Publication

The 2006 Annual Meeting of the American Educational Research Association : Education Research in the Public Interest

Publication Date

4-7-2006

Publisher

American Educational Research Association

Abstract

Critical thinking---its instruction, development, and assessment--- is a vital and urgent concern among educators around the globe. In this study, critical thinking skills were assessed among 295 Chinese and U.S. undergraduates with the Halpern Critical Thinking Assessment Using Everyday Situations (HCTAES; Halpern, 2005). It uses familiar and realistic scenarios with both constructed response and forced choice response formats to assess five domains of critical thinking skills. Multiple group confirmatory factor analysis indicated that critical thinking is similarly defined by the five composite subscales in the two cultures. Results also suggested that the cognitive processes used in constructing a response probably differ from those used in recognizing a correct response, for both students in China and the U.S.

Recommended Citation

Hau, K.-T., Haplern, D. F., Marin-Burkhart, L., Ho, I. T., Ku, K. Y. L., Chan, N.-M., & Lun, V. M.-C. (2006, April). Chinese and United States Students' critical thinking: Cross-cultural construct validation of a critical thinking assessment. Paper presented at the 2006 Annual Meeting of the American Educational Research Association: Education Research in the Public Interest, San Francisco, California.

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