Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills

Abstract

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a descriptive design with quantitative approach by utilizing a validated writing test. The subjects of the study were 40students of the English Language Education Study Program of the  University  of  Lambung  Mangkurat,  Indonesia,  who  were  enrolled  in  the Academic  Writing  courses.  The  essay  produced  by  each  student  was  measured based  on  the  depth  of  cause-and-effect  analysis, the  logic  of  the  argument  given, the  viability  of  the  solution,  and  the  validity  of  evidence  used  to  support  the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and  providing  viable  solutions  (3.18).  It  indicates  that  they  are  able  to  distinguish the cause of a problem and the consequences as well and consider the causes and consequences  when  they  propose  a  solution.  However,  their  skill  in  providing argument  is  medium  (2.85)  whereas  their  skill  in  providing  the  evidence  is  low (2.33).  These  findings  suggest  that  the  subjects  need  to  be  trained in  providing arguments  and  sufficient  evidence  through  leading  questions,  discussion,  and reading  relevant  sources.  It  implies  that  the  study  program  needs  to  develop  a teaching model that facilitates the students to practice their critical thinking skills.

HIGHLIGHTS :

• The indicators of critical thinking measured in the writing performance
  test consist of: (1) the depth of cause-and-effect analysis, (2) the logic
  of the argument given, (3) the accuracy of the solution offered, and (4)
  the validity of evidence used as support for the argument


• One of the possible challenges in developing EFL students’ critical
  thinking skills is their English proficiency. Those who are less proficient
  may struggle more in expressing ideas while providing arguments
  compared to those who are more proficient. This eventually affects
  their skills in reasoning.


• The findings of the study imply the need to provide EFL students with
  guidance such as questioning strategy, discussion, and relevant sources
  of information to practice their critical thinking skills while developing
  their English language skills.