Here’s a detailed measurement instrument designed for assessing critical thinking skills in an EFL writing class, based on the Watson-Glaser Critical Thinking Appraisal (WGCTA). This instrument has been contextualized for writing activities and adapted for use in an Indonesian EFL university setting.
Measurement Instrument: Critical Thinking Skills in EFL Writing Class (Based on WGCTA)
Overview
This instrument assesses students’ critical thinking skills in writing through five subskills based on WGCTA:
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Inference
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Recognition of Assumptions
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Deduction
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Interpretation
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Evaluation of Arguments
Each subskill is integrated into writing-based tasks and evaluated using performance rubrics tailored to EFL contexts.
Section A: Writing Tasks Aligned with WGCTA Subskills
Each writing prompt is designed to elicit specific critical thinking subskills. Students’ written responses will be assessed using analytic rubrics provided below.
Task 1: Inference
Prompt: Read a short article or data report (e.g., on climate change, technology in education, or a cultural issue). Based on the information, write a short argumentative paragraph stating your conclusion and the reasons for it.
Purpose: To assess the student’s ability to draw logical conclusions from given data or text.
Task 2: Recognition of Assumptions
Prompt: Respond to an opinionated text (e.g., “Studying abroad guarantees better job opportunities”). Write a critical response analyzing any underlying assumptions the author makes.
Purpose: To evaluate whether students can identify unstated premises or beliefs.
Task 3: Deduction
Prompt: You are given a set of premises (e.g., "All effective essays have clear thesis statements. This essay does not have a thesis statement..."). Write whether the conclusion follows logically and explain your reasoning.
Purpose: To assess students’ ability to apply formal reasoning and identify valid conclusions.
Task 4: Interpretation
Prompt: Read a paragraph containing ambiguous or conflicting statements. Write a short analysis interpreting what the writer most likely intended, using evidence from the text.
Purpose: To assess the student’s ability to weigh evidence and determine meaning.
Task 5: Evaluation of Arguments
Prompt: Write an essay responding to an argumentative claim (e.g., “Social media improves students’ writing skills”). Evaluate the quality of evidence and reasoning in the opposing view.
Purpose: To evaluate how students judge the strength and relevance of arguments.
Section B: Rubrics for Critical Thinking in Writing
Each subskill is scored on a 4-point analytic scale, adapted for EFL writing proficiency.
| Subskill | Excellent (4) | Good (3) | Fair (2) | Needs Improvement (1) |
|---|---|---|---|---|
| Inference | Draws insightful, logically sound conclusions well-supported by evidence | Draws generally sound conclusions with adequate support | Conclusion is somewhat logical; support is limited | Conclusion lacks logic or is unsupported |
| Recognition of Assumptions | Clearly identifies implicit assumptions and explains their impact | Identifies some assumptions with general explanation | Assumptions partially identified or misinterpreted | Fails to identify or analyze assumptions |
| Deduction | Applies logical reasoning accurately; conclusions follow from premises | Mostly accurate deduction with minor errors | Some flawed reasoning or logical gaps | Inaccurate or illogical deductions |
| Interpretation | Interprets complex or ambiguous content accurately and thoughtfully | Generally accurate interpretation with some insights | Limited interpretation; some misunderstandings | Misinterprets or overlooks key information |
| Evaluation of Arguments | Evaluates argument strength critically and articulates counterpoints effectively | Evaluates argument with some critical insight | Limited critical evaluation or weak counterpoints | Fails to critically evaluate arguments |
Section C: Scoring and Use
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Each subskill is scored individually (max score = 20).
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Results can be used for:
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Diagnostic feedback
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Tracking progress across a semester
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Research on the relationship between writing instruction and critical thinking
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