Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes

Autor/inn/en	Mueller, Jon F.; Taylor, Helen K.; Brakke, Karen; Drysdale, Mike; Kelly, Kiesa; Levine, Gary M.; Ronquillo-Adachi, Jaclyn
Titel	Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes
Quelle	In: Teaching of Psychology, 47 (2020) 4, S.274-284 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320945114
Schlagwörter	Student Evaluation; Inquiry; Science Achievement; Critical Thinking; Goal Orientation; Outcomes of Education; Undergraduate Students; Psychology; Science Process Skills; Information Literacy; Evaluation Methods; Problem Solving; Research Skills; Formative Evaluation + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Kritisches Denken; Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Psychologie; Informationskompetenz; Problemlösen; Forschungsleistung
Abstract	Goal 2 of the "APA Goals for Undergraduate Major in Psychology," Scientific Inquiry and Critical Thinking, addresses the development of scientific reasoning and problem-solving, including effective research methods, in undergraduate psychology students. These skills serve as the foundation of not only introductory courses but also the entire psychology curriculum. In this article, we address why these skills are critical to help students interpret information and assess claims and review the current practice of measuring student reasoning in this domain. The reach of Goal 2 is broad, including the application of scientific reasoning to interpret psychological phenomena, the demonstration of psychology information literacy, the interpretation and execution of basic psychological research, and an understanding of sociocultural influences in scientific inquiry. We discuss the value of both formative and summative assessments in this area, offer examples of assessment tools currently in use, and provide a list of nationally normed assessments in critical thinking and scientific reasoning. We conclude with a discussion of limitations in current assessment practices and suggest possible future directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01