Measuring and Improving University Students’ Critical Thinking Skills through Assessment and Instruction

Abstract

This paper presents a mixed-methods design study that examines the development of higher education students’ critical thinking skills using performance-based assessment and embedded instruction. Conducted at a large public university in the United States, the study includes quantitative analyses of critical thinking skills assessment scores, survey responses, and a qualitative autoethnographic reflection from a faculty member. Results show that students who received deliberate instruction in critical thinking had significantly higher assessment scores and found these skills to be more important for their academic and future career outcomes than those students who did not. Additionally, the instructor’s reflection highlighted the pedagogical challenges and professional growth associated with integrating a critical thinking skills framework into his course. Embedding critical thinking skills instruction and performance-based assessments into a course is an effective strategy for developing and improving students’ skills.