This report will present definitions of critical thinking, problem solving, and writing, along with a detailed review of assessment methods currently available. In addition to specific information pertaining to critical thinking, problem solving, and writing, there are general issues pertaining to the assessment of these skills. Definitions of the particular conceptual and methodological criteria
... [Show full abstract] that play a key role in evaluating and selecting assessments for use in higher education are outlined in the first section. More specifically, issues to be examined in this section include the following: relevance to policy issues, utility for guiding specified policy objectives, applicability to multiple stakeholder groups, interpretability, credibility, fairness, scope of the data generated, availability or accessibility for specified/diversified purposes, measurability considerations, and cost. In the second section, the test format (multiple-choice vs. performance-based), which impacts the type of data generated and the resultant inferences that are justified, will be reviewed. The last section gives a detailed description of methodological concerns, such as reliability, validity, and method design. Because of the many factors to consider when undertaking a testing project, an assessment specialist who can create a comprehensive testing plan that accounts for conceptual and methodological issues as well as other factors relevant to the outcomes should be consulted. Due to the limitations in length of this report, only conceptual and methodological considerations will be discussed, but readers should take note that there are variables not explained in this report that greatly impact test selection (i.e., student motivation, the sample chosen, or the assessment design). 1.2 S...