Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being and Mental Health
The CCTDI (P. A. Facione & N. C. Facione, 1992) was developed, validated, and used to assess students’ disposition toward critical thinking (CT). It consisted of 75 statements, divided into seven subscales: Truth-seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence, Inquisitiveness, and Maturity. Responses were made on a 6-point Likert-type scale. The CCTDI reports a total score, which is the sum of its seven subscales, ranging from 70 to 420. A total score more than 280 indicates a positive overall disposition toward CT. The development and validation process is described in P. A. Facione and N. C. Facione (1992).
Content
Grades
10th Grade,
11th Grade,
12th Grade,
Post secondary
Languages
English
Spanish
Chinese
Other
Other Language/s
Arabic, Dutch, Farsi, Finnish, French Canadian, German, Hebrew, Icelandic, Indonesian, Italian, Japanese, Korean, Malay, Portuguese, Thai, Turkish
Respondent
Student
Administration Information
Length
30 minutes
Qualifications
For reasons of test security and to protect the testing programs of our institutional and industry clients, we restrict purchase of certain of our testing products to qualified professionals and researchers as indicated on our website.
Administration
Computer
Paper
Access and Use
Price
Price quotes available (*can be purchased with CCTST)
Contact
California Academic Press
Insight Assessment
650-697-5628
1735 N 1st Street, Suite 306
San Jose, CA 95112-4511 USA
Open Access
No
Use in Research
Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25. https://www.jstor.org/stable/27797240
Laird, T. F. N. (2005). College students’ experiences with diversity and their effects on academic self-confidence, social agency, and disposition toward critical thinking. Research in Higher Education, 46(4), 365-387. https://doi.org/10.1007/s11162-005-2966-1
Ordem, E. (2017). Developing critical-thinking dispositions in a listening/speaking class. English Language Teaching, 10(1), 50-55. http://dx.doi.org/10.5539/elt.v10n1p50
Unlu, Z. K., & Dokme, I. (2017). Science teacher candidates' epistemological beliefs and critical thinking disposition. Eurasian Journal of Educational Research, 72, 203-220. https://dergipark.org.tr/en/pub/ejer/issue/42492/511913
Psychometrics
Scoring
Computer scoring
Manual scoring
Referencing
Criterion-referenced
Psychometric References
Bondy, K. N., Koenigseder, L. A., Ishee, J. H., & Williams, B. G. (2001). Psychometric properties of the California critical thinking tests. Journal of Nursing Measurement, 9(3), 309-328. https://doi.org/10.1891/1061-3749.9.3.309
Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33(8), 345-350. https://doi.org/10.3928/0148-4834-19941001-05
Kakai, H. (2003). Re-examining the factor structure of the California Critical Thinking Disposition Inventory. Perceptual and motor skills, 96(2), 435-438. https://doi.org/10.2466/pms.2003.96.2.435
Walsh, C. M. & Hardy, R. C. (1997). Factor structure stability of the California Critical Thinking Disposition Inventory across sex and various students’ majors. Perceptual & Motor Skills, 85(3), 1211–1228. https://doi.org/10.2466/pms.1997.85.3f.1211
Yeh, M. L. (2002). Assessing the reliability and validity of the Chinese version of the California Critical Thinking Disposition Inventory. International Journal of Nursing Studies, 39(2), 123-132. https://doi.org/10.1016/S0020-7489(01)00019-0
Item Type
Likert
