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s ofassessment tools. (Wen, Wang, Zhao, Liu and Wang, 2009, p.38) In terms of theirmeasuring method，assessment tools can be divided into two categories: direct assessmenttools and indirect assessment tools.Direct assessment tools appraise the subject's critical thinking skills in the form ofquestionnaire. The test involves certain numbers of multiple choices and can directly revealthe subject's critical thinking skills based on his or her scores. Such tests includeCambridge Thinking Skills Assessment (CTSA), California Critical Thinking Skills Test(CCTST)，California Critical Thinking Disposition Inventory (CCTDI), Watson-GlaserCritical Thinking Appraisal (WGCTA)，and Halpem Critical Thinking Assessment UsingEveryday Situations (HCTAES), and so forth. These tests have been adopted by a variety ofuniversities or institutions and yielded fruitful results.

Chapter 3 Theoretical Framework.......... 23-31
    3.1 Definitions of Critical Thinking.......... 23-25
    3.2 Models of Critical Thinking..........25-30
        3.2.1 Facione's Model.......... 25-26
        3.2.2 Paul and Elder's Model.......... 26-28
        3.2.3 Wen's Model ..........28-30
    3.3 Summary.......... 30-31
Chapter 4 Measurement Tool and Research Procedure.......... 31-36
    4.1 The Holistic Critical Thinking Scoring Rubric ..........31-32
    4.2 Data Collection.......... 32-33
    4.3 Scoring of Data ..........33-34
    4.4 Analysis of Data.......... 34-36
Chapter 5 Analyses and Discussions.......... 36-54
    5.1 Holistic Critical Thinking Performance..........36-39
    5.2 Critical Thinking Skills..........39-52
        5.2.1 Analysis.......... 40-43
        5.2.2 Inference ..........43-46
        5.2.3 Evaluation.......... 46-52
5.3 Summary.......... 52-54

Conclusion

Considering the above mentioned limitations of the current research, the author of thisthesis will make the following suggestions for further research. First，the future researchersare encouraged to get samples from different universities so as to examine the effect ofdifferent curriculum design on the fostering of the students' critical thinking or samplesfrom the same university but in different years so as to examine the long-term change in theundergraduates' critical thinking skills. In addition, term papers may also be employed asresearch samples. In this case, the developmental trend of a group of students' criticalthinking skills over the four years study can be measured.
Second, future researchers may also explore theses oil other topics to learn more aboutthe status-quo of the students' critical thinking skills. They might yield different results interms of critical thinking performance. Even if the overall critical thinking performances doturn out to be similar, a close examination of the samples is still possible to reveal different problems in the theses.
Third, it is also necessary to employ a quantitative assessment on the subjects' 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。