Threats to the validity of the Collegiate Learning Assessment (CLA+) as a measure of critical thinking skills and implications for Learning Gain

The University of Reading Learning Gain project is a three-year longitudinal project to test and evaluate a range of available methodologies and to draw conclusions on what might be the right combination of instruments for the measurement of Learning Gain in higher education. This paper analyses the validity of a measure of critical thinking skills, the Collegiate Learning Assessment (CLA+) and the implications of using this standardised test as a proxy for Learning Gain. The paper reviews five inferences regarding the interpretations and use of test scores: construct representation, scoring, generalisation, extrapolation and decision-making. Each section reviews some of the available evidence in support of the claims the CLA+ makes and the threats to their validity. The possible impact of these issues on Learning Gain in the UK is considered

Monitoring Teachers’ Complex Thinking while Engaging in Philosophical Inquiry with Web 2.0

The purpose of this study was to examine how we can exploit new technologies to scaffold and monitor the development of teachers' complex thinking while engaging in philosophical inquiry. We set up an online learning environment using wiki and forum technologies and we organized the activity in four major steps to scaffold complex thinking for the teacher participants. In this article, we present the evolution of complex thinking of one group of teachers by studying their interactions in depth

Using a conversational framework in mobile game based learning - assessment and evaluation

NoMobile language learning games usually only focus on spelling or out of context meaning for the entire dictionary, ignoring the role of an authentic environment. ‘Detective Alavi’ is an educational mobile game that provides a shared space for students to work collaboratively towards language learning in a narrative rich environment. This game motivates and preserves a conversation between learners and their teachers, and also between learners and learners, whilst being immersed in the story of the game. A seamless self-assessment scoring system in the game structure provides a less dominating environment for students to expose their weaknesses, and at the same time assists students to judge what skills they have learned and how much. This game has produced improvement in different cognitive processes and a deeper level of learning during the collaborative game play

Critical Thinking Dispositions of Emergency Nurses in Turkey: A Cross-Sectional Study

Introduction: This cross-sectional descriptive study was conducted to determine the critical thinking dispositions of emergency nurses and any influencing factors related to critical thinking. The study is considered to respond to this need and contribute to the relevant literature. Method: The study was conducted with the participation of 248 emergency nurses. The study data were collected using an information form covering characteristics of the nurses and the California Critical Thinking Disposition Inventory. The data were analyzed using independent-samples t test, independent-samples one-way variance analysis (F-test), and Pearson correlation test. Results: The critical thinking dispositions of the emergency nurses in the study group were found to be at medium level (246.76 +/- 23.24). It was found that the female emergency nurses had higher levels of critical thinking dispositions than that of male nurses. The emergency nurses with graduate degrees had higher levels of critical thinking dispositions than that of the nurses with other educational levels. It was demonstrated that age, marital status, experience, or participation in in-service emergency training and certificate program did not affect the critical thinking dispositions of the nurses. Conclusion: The results of the study reveal that the emergency nurses who are required to make quick and correct decisions. They need to develop their critical thinking skills and further studies should be conducted with more representative sample group. (Hong Kong j.emerg.med. 2012;19:198-203