Defining Critical Thinking in Higher Education: Determining Assessment Fit

Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators can use to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are more narrowly construed than those of the campus and leave dimensions of critical thinking unassessed. This mapping processes not only helps campuses make better-informed decisions regarding their responses to accountability pressures; it also provides a stimulus for rich, evidence based discussions about teaching and learning priorities related to critical thinking.