Instruments for Assessing Reasoning Skills in Higher Education: A Scoping Review

Autor/inn/en	Talman, Kirsi; Vierula, Jonna; Kanerva, Anne-Maria; Virkki, Outi; Koivisto, Jaana-Maija; Haavisto, Elina
Titel	Instruments for Assessing Reasoning Skills in Higher Education: A Scoping Review
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 3, S.376-392 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talman, Kirsi) ORCID (Vierula, Jonna) ORCID (Virkki, Outi) ORCID (Koivisto, Jaana-Maija) ORCID (Haavisto, Elina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1776212
Schlagwörter	Evaluation Methods; Thinking Skills; Higher Education; Literature Reviews; Information Processing; Decision Making; Problem Solving; Critical Thinking; Cognitive Tests; California Critical Thinking Skills Test (College); Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Denkfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationsverarbeitung; Decision-making; Entscheidungsfindung; Problemlösen; Kritisches Denken; Kognitiver Fähigkeitstest
Abstract	Reasoning skills are needed in the future work life. As such, it is important that reasoning skills be assessed in higher education, both in the selection phase and during education. This study aims to describe the instruments that are used to assess reasoning skills in higher education. The ultimate goal is to provide information upon which student selection methods may be developed. A computerised search was performed among nine databases, and seventeen articles were included. As a result, seven generic instruments that measure reasoning skills were identified. None of the included studies reported an assessment of reasoning skills during the student selection phase. The content of the reasoning skills' instruments focused on four categories: information processing, analysing, drawing conclusions and argumentation. None of the seven instruments addressed all four categories identified, although a few addressed three categories. To conclude, a comprehensive assessment of reasoning skills including the four identified categories is recommended in the higher education context. Further research is needed to assess the use of reasoning skills and relevant instruments for high stake purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01