title: Writing multiple-choice test items that promote and measure critical thinking.
abstract: Faculties are concerned about measurement of critical thinking especially since the National League for Nursing Accrediting Commission cited such measurement as a requirement for accreditation (NLNAC, 1997). Some writers and researchers (Alfaro-LeFevre, 1995; Blat, 1989; McPeck, 1981, 1990) describe the need to measure critical thinking within the context of a specific discipline. Based on McPeck's position that critical thinking is discipline-specific, guidelines for developing multiple-choice test items as a means of measuring critical thinking within the discipline of nursing are discussed. Specifically, criteria described by Morrison, Smith, and Britt (1996) for writing critical-thinking multiple-choice test items are reviewed and explained for promoting and measuring critical thinking.
authors.affiliation: Health Education Systems, Inc., Texas Woman's University, Houston 77030, USA.
authors.forename: S
authors.initials: S
authors.lastname: Morrison
authors.forename: K W
authors.initials: KW
authors.lastname: Free
mesh_terms: D003071:Cognition; D004192:Discrimination, Psychological; D004506:Education, Nursing; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D008128:Logic; D011594:Psychometrics / Q000379:methods; D013850:Thinking