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Learning Motivation or Reasoning Disposition Measures

These tools focus on characterological attributes, rather than skills. Just as a person may have a strong desire to play the piano but not have piano playing skills, a person may have a positive disposition to engage his or her reasoning skills, but not have strengths in analysis, inference, or evaluation. Being willing to think is not the same as being able to think. Too many programs aimed at building reasoning skills fail because they neglect to nurture (or may even starve) the students' motivation, desire, disposition to solve problems by engaging those skills.

Reasoning, critical thinking, and learning disposition measures target such things as one's motivation toward applying or not applying one's reasoning skills when the occasion for decision-making or problem solving arises. Some dispositional attributes are positive and others negative, such as the propensity toward approaching problems systematically or unsystematically.

Instruments are available for use at the advanced elementary school, middle school, high school, college, graduate and professional levels.

Most of our disposition or motivation measurement instruments include multiple scales. Among these scales are measures of creative problem solving, cognitive integrity, truthseeking, open-mindedness, metal focus / self-regulation, confidence in one's reasoning, systematicty, cognitive maturity, etc.

Extensive technical research supports the validity and reliability these well-established and widely used measures of dispositions and mental motivation. In English and in authorized translations they are used nationally and internationally for a wide variety of assessment and evaluation purposes in educational and business settings.

Integrate reasoning dispositions and reasoning skills measures.



The image below represents student outcomes assessment research conducted using the CCTDI.
It is from "A Look across Four Years at the Disposition toward
Critical Thinking Among Undergraduate Students,"
Giancarlo, CA., and Facione PA.,
(2001). Journal of General Education, Volume 50, Number 1, pp. 29-55.


Learning is much more than sharpening skills and acquiring knowledge. Learning includes cultivating one's disposition to engage those skills and use that knowledge well -- ideally in ethical, personally fulfilling, civic-minded, and socially responsible ways.

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