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CRITICAL THINKING ASSESSMEMT, Exams of Nursing

Chamberlain College of NursingNursing

CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT CRITICAL THINKING ASSESSMEMT

Typology: Exams

2023/2024

Available from 02/06/2024

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CRITICAL THINKING ASSESSMEMT
FINAL EXAMS WITH QUESTIONS
AND ANSWERS
Assessment
Technologies
Institute, LLC
Critical Thinking Assessment
Why is the Critical Thinking
Assessment important?
A major paradigm shift has occurred in
education over the past decade from an
instruction-based approach to outcomes-based
learning. Educators are increasingly aware of
the value of teaching students how to analyze,
reason, evaluate, and develop a creative and
critical perspective on the information from
which they are exposed. Educators are now
viewing students as active learners, rather than
passive recipients of information. Through the
educational experience, students may acquire
the critical thinking skills and habits for lifelong
learning.
The Critical Thinking Assessment complies
with accreditation committee guidelines for
documentation of outcome criteria upon entry
and exit from the program. This assessment
instrument offers faculty the opportunity to
identify students’ level of critical thinking and
facilitate higher-order thinking skills.
Instructional materials are provided to faculty
to help teach students how to apply critical
thinking in their own learning environment.
Students also receive material to enhance their
abilities to take in information at a higherlevel.
Our educational consultants offer critical
thinking seminars customized to the individual
institution’s needs. At ATI, we believe students
must develop the skills necessary to think
critically, exercise good judgment, and focus on
adopting a commitment to lifelong learning.
We strive provide the tools you need to make it
easier for your students to learn.
What is the Critical Thinking
Assessment?
The Critical Thinking Assessment is a generic,
40-item test developed in May 2000. The
objective of the instrument is to determine
students’ overall performance on specified
critical thinking skills. The assessment is
designed for use at the time of admission and
repeated upon completion of the program. The
goal for faculty is to use this diagnostic
information to enhance instructional strategies
and to improve students’ critical thinking skills.
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CRITICAL THINKING ASSESSMEMT

FINAL EXAMS WITH QUESTIONS

AND ANSWERS

Assessment Technologies Institute, LLC

Critical Thinking Assessment

Why is the Critical Thinking

Assessment important?

A major paradigm shift has occurred in
education over the past decade from an
instruction-based approach to outcomes-based
learning. Educators are increasingly aware of
the value of teaching students how to analyze,
reason, evaluate, and develop a creative and
critical perspective on the information from
which they are exposed. Educators are now
viewing students as active learners, rather than
passive recipients of information. Through the
educational experience, students may acquire
the critical thinking skills and habits for lifelong
learning.
The Critical Thinking Assessment complies
with accreditation committee guidelines for
documentation of outcome criteria upon entry
and exit from the program. This assessment
instrument offers faculty the opportunity to
identify students’ level of critical thinking and
facilitate higher-order thinking skills.
Instructional materials are provided to faculty
to help teach students how to apply critical
thinking in their own learning environment.
Students also receive material to enhance their
abilities to take in information at a higherlevel.
Our educational consultants offer critical
thinking seminars customized to the individual
institution’s needs. At ATI, we believe students
must develop the skills necessary to think
critically, exercise good judgment, and focus on
adopting a commitment to lifelong learning.
We strive provide the tools you need to make it
easier for your students to learn.

What is the Critical Thinking

Assessment?

The Critical Thinking Assessment is a generic,
40 - item test developed in May 2000. The
objective of the instrument is to determine
students’ overall performance on specified
critical thinking skills. The assessment is
designed for use at the time of admission and
repeated upon completion of the program. The
goal for faculty is to use this diagnostic
information to enhance instructional strategies
and to improve students’ critical thinking skills.
The Critical Thinking Assessment was designed
and developed by a collaborative team of experts
in the field of critical thinking.
A few of the contributors include:
Dr. Sandra Luz Martinez de Castillo, author
of Strategies, Techniques, and Approaches to
Thinking
Dr. Sherry Diesler, author of To Become a
Critical Thinker
Dr. Carol Green-Nigro, author of Critical
Thinking: A Case Study Approach
Dr. Judith Wilkinson, author of Nursing
Process and Critical Thinking

PROVIDES: A 40-item generic assessment of critical thinking skills developed by top experts in critical thinking theory. The choice of either online or paper-and-pencil formats. Assessment administered in the pre-test and post-test formats to measure acquired critical thinking skills. Instant individual and group score reporting via the Internet. Interpretation guides for both faculty and students to aid in developing higher-order critical thinking skills. Developmental and statistical reports for the Critical Thinking Assessment. Continuity of critical thinking concepts for other products in the assessment series. ATI consultants who offer nursing faculty development seminars about teaching with a critical thinking approach.

Critical Thinking Assessment Sample Items nterpretation: to understand, comprehend, identify problems, clarify, decipher, or decode. For these questions, students must:

  • Comprehend the information.
  • Explain the meaning of the statement. 1. A company’s policy states that employees may take two weeks vacation after they have reached their seventh anniversary date with the company. This means that: a. employees must work for the company at least seven years before they may take two weeks vacation. b. employees who have worked for the company for at least seven years take two weeks vacation. c. if employees take two weeks vacation, they have worked for the company for seven years. d. all employees take two weeks vacation after working for the company seven years. Rationale: a. Correct. b. Incorrect. This statement is similar to statement number one. Some employees may not wish to take two weeks vacation even though they are eligible. c. Incorrect. Employees could have worked for the company for longer than seven years. d. Incorrect. Some employees may not wish to take two weeks vacation even though they are eligible. 2. Consider the statement: If it is made of glass, it may break. Which statement provides the best interpretation? a. If it does not break, it is not glass. b. Nothing breaks except glass. c. If it breaks, it is glass. d. Glass can break.

I

c. Incorrect. The letters and numbers do not follow the same pattern as those in the question. d. Incorrect. The letters and numbers do not follow the same pattern as those in the question. valuation : to assess the credibility, significance, and relevance of information necessary to support the conclusions and to assess the information for biases, stereotypes, clichés, or inappropriateness. These questions require students to:

  • Assess the credibility of information sources.
  • Prioritize from best to least.
  • Select the best source of information from several options.
  • Identify possible biases. 1. You are given a prescription for a new drug to treat a long-standing health problem. How can you best determine the side effects that may be produced by this drug? a. Take the drug until side effects occur. b. Ask the physician who prescribed the drug. c. Consult another person who has taken the drug. d. Read research studies related to drug in question. Rationale: a. Incorrect. Side effects may or may not occur, so this is an unreliable source of information. b. Incorrect. This is the second best choice; however, the physician may not be aware of all the possible side effects produced by a drug. c. Incorrect. Another person is an unreliable source of information about prescribed drugs. d. Correct. 2. A politician states “Scientists argue that global warming is occurring. They cite evidence regarding an upward trend in nighttime temperatures throughout the United States. However, I know that winters in the Midwest have been colder than normal over the past two years. Therefore, I say, global warming is not occurring.” The best evaluation of the politician’s conclusion is that it: a. proves there is a relationship between Midwest winters and global warming. b. considers the importance of two successive cold winters in the Midwest. c. does not consider the relationship between global warming and Midwest winters. d. does not consider scientific evidence about nighttime warming trends. Rationale: E

a. No relationship between Midwest winters and global temperatures has been supported or proven. b. Only the Midwest is considered, not the rest of the world. c. Only the Midwest (an isolated area) was considered when drawing conclusions about global warming. d. Correct. nference : to formulate hypotheses and draw conclusions based on the pertinent data. To answer these questions, students must:

  • Draw accurate conclusions based on the data.
  • Differentiate between conclusions that are logical and those that are probable or possible. 1. A boy and girl are students. The night before every test, they both study and eat pizza. Which statement is true? a. If the boy is studying, the girl is eating pizza. b. If the boy eats pizza, there is a test the next day. c. If the girl does not study, there is no test the next day. d. If the girl eats pizza and the boy studies, there is a test the next day. Rationale: a. Incorrect. The boy’s studying does not infer that there is a test the next day. b. Incorrect. The boy’s eating pizza does not infer that there is a test the next day. c. Correct. The girl’s lack of study infers the absence of a test on the following day. d. Incorrect. The combination (studying and eating pizza) by both the boy and girl may not be occurring, consequently, their behavior does not infer that there is test the next day. 2. A woman concludes, “It is Saturday; therefore, children will be watching cartoons on television.” Which statement best describes the conclusion of the woman? a. Good. Cartoons are the only shows available for children to watch on Saturday. b. Good. Children watch cartoons on television because it is Saturday. c. Faulty. Cartoons are the only shows children want to watch on Saturday. d. Faulty. Children may wish to do something other than watch television. Rationale: a. Incorrect. Other shows are available for children to watch on Saturday. b. Incorrect. The day is not the reason why children choose to watch or not to watch cartoons on television. c. Incorrect. Children may want to watch shows other than cartoons when available. d. Correct. I

These traits and dispositions are key to achieving the desired outcomes and finding ways to improve nursing care. To answer these questions, the student must:

  • Examine one’s views with sensitivity to the possible influence of personal biases or self-interest. 1. You are trying to make a decision about the best policy to implement regarding sick leave for your employees. In order to make the best decision, you should: a. implement the policy that most closely resembles that of a nearby company. b. consider the costs and benefits to both the company and employees. c. choose the policy that costs the company the least amount of money. d. find out which policy is favored by the majority of employees. Rationale: a. Incorrect. This does not show impartial judgment or rational thinking. b. Correct. c. Incorrect. This does not show impartial judgment or rational thinking. d. Incorrect. This does not show impartial judgment or rational thinking for both the company and its employees. 2. Two students have applied for selection for residency in a college dormitory, but there is only space for one student. In order for the dormitory admission counselor to make the best decision about who to accept, the counselor should: a. choose the student with an ethnic background similar to those already living in the dormitory. b. allow students currently residing in the dormitory to select the student they want. c. use past personal experiences with similar students to guide the decision. d. consider each applicant using the same set of selection criteria. Rationale: a. Incorrect. Considering ethnic background may result in a discriminatory or biased decision. b. Incorrect. Allowing students make the decision does not guarantee an unbiased decision will be made.

c. Incorrect. Basing a decision on past personal experiences is likely to result in a biased decision. d. Correct. Pow ered by TC PDF (ww w.tc pdf.org)