Abstract
Critical Thinking is a complex construct to define and understand, also due to a variety of definitions in the field. In recent years, different ways to assess Critical Thinking have been developed, based on methods such as natural language processing. The present paper describes a prototype developed for automatic Critical Thinking assessment in the presence of open-ended questions or essays. The prototype is designed to assess four areas related to Critical Thinking in open questions: basic linguistic skills, relevance, importance and novelty. Future development of the prototype will require the inclusion of new indicators, such as argumentation and critical evaluation.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Byrnes, J.P., Dunbar, K.N.: The nature and development of critical-analytic thinking. Educ. Psychol. Rev. 26(4), 477–493 (2014)
Ennis, R.H., Millman, J., Tomko, T.N.: Cornell Critical Thinking Tests Level X & Level Z: Manual. Midwest Publications, Pacific Grove, CA (1985)
Ennis, R.H., Weir, E.E.: The Ennis-Weir critical thinking essay test: an instrument for teaching and testing. Midwest Publications (1985)
Facione, P.: Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report) (1990)
Gordon, T.F., Prakken, H., Walton, D.: The Carneades model of argument and burden of proof. Artif. Intell. 171(10-15), 875–896 (2007)
Guiller, J., Durndell, A., Ross, A.: Peer interaction and critical thinking: face-to-face or online discussion? Learn. Instr. 18(2), 187–200 (2008)
Ku, K.Y.L.: Assessing students’ critical thinking performance: urging for measurements using multi-response format. Think. Skills Creat. 4(1), 70–76 (2009)
Liu, O.L., Frankel, L., Roohr, K.C.: Assessing critical thinking in higher education: current state and directions for next-generation assessment. ETS Res. Rep. Ser. 2014(1), 1–23 (2014)
Moore, T.: Critical thinking: seven definitions in search of a concept. Stud. High. Educ. 38(4), 506–522 (2013)
Newman, D.R., Webb, B., Cochrane, C.: A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Interpers. Comput. Technol. 3(2), 56–77 (1995)
Poce, A., Corcione, L., Iovine, A.: Content analysis and critical thinking. An assessment study. CADMO (2012)
Poce, A., Corcione, L., Iovine, A.: Contributi per la definizione di una tecnologia critica interdisciplinare. Cadmo (2013)
Poce, A.: Developing critical perspectives on technology in education: a tool for MOOC evaluation. Eur. J. Open Distance E-learn. 18(1) (2015)
Watson, G.: Watson-Glaser Critical Thinking Appraisal. Psychological Corporation, San Antonio, TX (1980)
Wegerif, R., et al.: Exploring creative thinking in graphically mediated synchronous dialogues. Comput. Educ. 54(3), 613–621 (2010)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Antonella, P., Carlo, D.M., Francesca, A. (2020). A Prototype for the Automatic Assessment of Critical Thinking. In: Rehm, M., Saldien, J., Manca, S. (eds) Project and Design Literacy as Cornerstones of Smart Education. Smart Innovation, Systems and Technologies, vol 158. Springer, Singapore. https://doi.org/10.1007/978-981-13-9652-6_13
Download citation
DOI: https://doi.org/10.1007/978-981-13-9652-6_13
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-9651-9
Online ISBN: 978-981-13-9652-6
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)