Research on the Validity of the Critical Thinking Skills Assessment in Guangzhou College of Commerce

Abstract

Critical thinking is an essential proficiency for students to gain, and effective assessment facilitates students’ development as critical thinkers. This paper is to examine the validity of existing assessment practice of critical thinking-embedded courses in Guangzhou College of Commerce (GCC) and shed lights on how it may be adjusted in alignment with the expected level in GCC’s US partner institution—Bellevue University. The research is conducted through both qualitative and quantitative approaches. Data is collected from interviews and questionnaires completed by respondents from both universities. Results suggest the fundamental difference in curriculum of these two universities leads to a divergent practice of assessment. The current assessment of critical thinking skills in GCC is varied in its form but constrains students to meet the expected level in BU due to its limited coverage of key knowledge of critical thinking skills. Norming of the course syllabuses and the adjustment of curriculum from GCC side are considered necessary.