Johannes-Gutenberg University Mainz (JGU), Germany.
Stanford University, California, USA.
Br J Educ Psychol. 2019 Sep;89(3):468-484. doi: 10.1111/bjep.12286. Epub 2019 Apr 19.
A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.
Therefore, we take an analytic approach to scoring students' written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches and on whether theoretically developed analytical scoring rubrics can produce sub-scores that may measure the 'whole' performance in a holistic assessment.
We use data from the Wind Turbines performance assessment, developed in the iPAL project this study where 55 students at a German university participated.
The (sub)scores generated from the scoring scheme empirically reproduced the theoretically assumed structure of CT, with valid and reliable scores in a three-dimensional model. The proposed interpretation of CT as assessed with a performance assessment and measured by the rating scheme was supported preliminarily.
Our results support the complementarity of holistic and analytic approaches to assessing CT. When combined, they provide interpretable scores for a complex, multifaceted construct useful in diagnostic contexts.
整体评估方法认识到多方面批判性思维（CT）的理论复杂性，这是高等教育的一个关键目标。然而，这种方法会出现与可靠性、解释和使用相关的问题。
因此，我们对学生在表现评估中的书面回答采取分析方法。我们专注于整体方法和分析方法的互补性，以及理论上开发的分析评分标准是否可以产生子分数，这些子分数可以衡量整体评估中的“整体”表现。
我们使用了来自 iPAL 项目中风能涡轮机表现评估的数据，该项目有 55 名德国大学的学生参与。
评分方案生成的（子）分数在经验上再现了 CT 的理论假设结构，在三维模型中具有有效和可靠的分数。初步支持了使用表现评估和评分方案评估 CT 的假设解释。
我们的结果支持了评估 CT 的整体方法和分析方法的互补性。当它们结合使用时，它们为复杂的、多方面的构念提供了可解释的分数，在诊断环境中很有用。
