The Schuhfried VTS enables computer-assisted application of a large number of highly diverse psycho-diagnostic tests and measuring procedures. In developing the system much emphasis was placed on transparent structure and largely uniform design. It is therefore simple to operate and easy to understand and does not require any special computer skills.
The VTS basic module is required for administration of any of the available tests.
The Schuhfried VTS supports the administration of both single tests and test batteries. Many of the single tests are available in different test versions. These test versions may differ, for example, in terms of test duration or difficulty or may be parallel forms. They are characterized by different parameters reflecting specific test requirements. They have been designed for administration to a specific population (e.g. psychiatric patients, children, etc.) or for special measuring purposes (e.g. repeated measurements). Test batteries are compiled from the available single tests and test versions.
HCTA is the first test that enables a content-representative assessment of recognition and recall aspects of critical thinking.
HCTA is the only test of critical thinking that uses multiple response formats, which allow test takers to demonstrate their ability to think about everyday topics using both constructed responses and recognition formats. The unique scoring system with its simple scoring prompts is the key to high inter-rater reliabilities for written responses. Thus, it combines the ecological validity of open-ended responding with a reliable scoring system.
HCTA has been validated with numerous diverse samples. It is currently used around the world in many languages. The test will soon be available in the Vienna Test System in multiple languages. It offers an easy way to assess learning outcomes for programs that aim to enhance critical thinking and as a means of assessing levels of critical thinking for ages 15 through adulthood.
Assessment of critical thinking skills for respondents aged 15 years and older.
Main areas of application: educational psychology and personnel selection (e.g., preemployment testing and promotion and retention decisions).
The Halpern Critical Thinking Assessment was designed to include constructs that are most commonly listed in definitions of critical thinking. The test focuses on five dimensions of critical thinking: verbal reasoning, argument analysis, thinking as hypothesis testing, likelihood and uncertainty, and decision making and problem solving. Taken together, these five dimensions constitute the skills of critical thinking.
Respondents are presented with 25 everyday scenarios. For each scenario, they first provide brief constructed responses and then select answers from a list of possible alternatives (forced choice options), thereby providing separate measures of recall and recognition memory.
For Form S1, respondents answer questions about everyday scenarios using both constructed responses and forced choice alternatives.
Form S2 consists of all forced choice items.
The following variables are scored: (a) Total Critical Thinking Score, which combines constructed and forced choice items; (b) Critical Thinking Score—Constructed Responses; (c) Critical Thinking Score—Forced Choice Responses. There are also three separate scores for each of the five dimension of critical thinking: verbal reasoning, argument analysis, thinking as hypothesis testing, likelihood and uncertainty, and decision making and problem solving Each has a total score based on both constructed responses and forced choice responses, a forced choice score, and a constructed response score.
Internal consistency (Cronbach’s Alpha) lies between α=0.85 and α=0.97.
Numerous validation studies were conducted with a wide variety of samples. As reviewed in this document, scores increase with higher levels of education, selectivity of samples, course grades, taking formal course work designed to enhance critical thinking, college level grades, and scores on standardized examinations.
Norm samples of adults are available for both test forms. The norm sample consisted of 200 adults from the United States ranging in age from 18 to 72 (mean age = 32) with a range of educational backgrounds.
Depending on the test form the completion requires between 20 (short form—recognition items only) and 60 to 80 minutes (constructed response and recognition items). Time estimates include instruction and practice phase.