Salam Kritis, minggu sebelumnya saya akan mencoba untuk menjelaskan bagaimana mengevaluasi berpikir kritis dengan multiple choice, namun sebelum kesana alangkah lebih baik bila saya menjelaskan beberapa cara mengukur berpikir kritis oleh orang yang lebih kompeten dibandingkan saya,hee......heee....heee, berikut, artikelnya
beliau penulisnya, beserta riwayat, dan karyanya
William M. Bart［Professor, Educational Psychology, University of Minnesota］
- 1965, B.S., (Mathematics, Philosophy), Loyola Universi ty Chicago
- 1967, M.A., (Education) , Commi ttee on Measurement, Evaluation, and Statistical Analysis, The University of Chicago
- 1969, Ph.D. , (Education) , Commi ttee on Measurement, Evaluation, and Statistical Analysis, The University of Chicago
- 1969-72, Assistant Professor, Department of Psychological Foundations of Education, University of Minnesota.
- 1972-80, Associate Professor, Department of Psychological Foundations of Education, University of Minnesota
- 1974-75, Fulbright Research Scholar, Max Planck Insti tute for Psychiatry, Munich, West Germany.
- 1977-78, Senior Fellow, Laboratory for the Study of Adolescence, Michael Reese Hospital and Medical Center.
- 1980-Present, Professor, Department of Educational Psychology, University of Minnesota.
- 1984-85, Fulbright Research Scholar, Max Planck Institute for Psychological Research, Munich, West Germany.
- 1998, Visiting Research Scholar and Professor, Facul ty of Education, Hiroshima Universi ty, Higashi -Hiroshima, Japan.
- Bart, W., & Williams-Morris, R. (1990). A refined item digraph analysis of a proportional reasoning test. Applied Measurement in Education, 3 , 143-165.
- Bart, W., & Orton, R. (1991). The cogni tive ef fects of a mathematics in-service workshop on elementary school teachers. Instructional Science, 20 , 267-288.
- Bart, W. , Post, T., Behr, M., & Lesh, R. (1994). A diagnostic analysis of a proportional reasoning test i tem: An introduction to the properties of a semi-dense i tem. FOCUS on Learning Problems in Mathematics 16 , 1-11. Bart, W. (2000). Connecting cogni tive theory to instruction and testing: Learning and understanding the concept of torque. Journal of Learning and Curriculu Development, 1 , 107-110.
- Edman, L. , Bart, W., Robey, J., & Si lverman, J. (2004). Psychometric analysis of the Minnesota Test of Critical Thinking. Psychological Reports, 95 , 3-9.
- Yuzawa, M. , Bart, W. , Yuzawa, M., & Junko, I. (2005). Young children’s knowledge and strategies for comparing space. Early Childhood Research Quarterly, 20 , 239-253.
- Bart, W. , Hong, S. , & Shin, T. (2007). Inquiry on the role of contemporary chess software to enrich human learning and cogni tion. In O’Neil, H., & Perez, R. (Eds.) . Computer games and human learning (pp. 247-268). New York, NY: Erlbaum.
- Bart, W., Yuzawa, M., & Yuzawa, M. (2008). The development of mathematical reasoning among young children: How do children understand Educa tion E xpe rience Selec te d Pu blica ti on s area and length? In Saracho, O., & Spodek, B. (Eds. ). Contemporary perspectives on mathematics in early childhood education. (pp. 157-186).
- Durham, NC: Information Age Publishers. Kato, K., & Bart, W. (2010). Poisson distribution. In Salkind, N. J. , Dougherty, D., & Frey, B. (Eds.). Encyclopedia of Research Design. Thousand Oaks, CA: SAGE Publications.
menurut beliau
The tests to be reviewed in this section are the following:
(1) California Critical Thinking Skills Test (CCTST);
(2) Cornell Critical Thinking Test (CCTT);
(3) Ennis-Weir Critical Thinking Essay (Ennis-Weir);
(4) University of Florida Critical Thinking Tests; and
(5) Watson Glaser Critical Thinking Appraisal (WGCTA).
didalam artikelnya disebutkan karakteristik dari tingkatan siswa yang dapat mempergunakan dari kelima test tersebut, reabilitas, validitas, contoh soal, serta bentuk dari test tersebut.
minggu depan akan kita kuak satu persatu dari kelima test tersebut, terima kasih kritik dan saran saya harapakan
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