A2 Refereed review article in a scientific journal
Instruments for assessing reasoning skills in higher education: a scoping review
Authors: Kirsi Talman, Jonna Vierula, Anne-Maria Kanerva, Outi Virkki, Jaana-Maija Koivisto, Elina Haavisto
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication year: 2020
Journal: Assessment and Evaluation in Higher Education
Journal name in source: ASSESSMENT & EVALUATION IN HIGHER EDUCATION
Journal acronym: ASSESS EVAL HIGH EDU
Number of pages: 17
ISSN: 0260-2938
DOI: https://doi.org/10.1080/02602938.2020.1776212
Abstract
Reasoning skills are needed in the future work life. As such, it is important that reasoning skills be assessed in higher education, both in the selection phase and during education. This study aims to describe the instruments that are used to assess reasoning skills in higher education. The ultimate goal is to provide information upon which student selection methods may be developed. A computerised search was performed among nine databases, and seventeen articles were included. As a result, seven generic instruments that measure reasoning skills were identified. None of the included studies reported an assessment of reasoning skills during the student selection phase. The content of the reasoning skills' instruments focused on four categories: information processing, analysing, drawing conclusions and argumentation. None of the seven instruments addressed all four categories identified, although a few addressed three categories. To conclude, a comprehensive assessment of reasoning skills including the four identified categories is recommended in the higher education context. Further research is needed to assess the use of reasoning skills and relevant instruments for high stake purposes.
Reasoning skills are needed in the future work life. As such, it is important that reasoning skills be assessed in higher education, both in the selection phase and during education. This study aims to describe the instruments that are used to assess reasoning skills in higher education. The ultimate goal is to provide information upon which student selection methods may be developed. A computerised search was performed among nine databases, and seventeen articles were included. As a result, seven generic instruments that measure reasoning skills were identified. None of the included studies reported an assessment of reasoning skills during the student selection phase. The content of the reasoning skills' instruments focused on four categories: information processing, analysing, drawing conclusions and argumentation. None of the seven instruments addressed all four categories identified, although a few addressed three categories. To conclude, a comprehensive assessment of reasoning skills including the four identified categories is recommended in the higher education context. Further research is needed to assess the use of reasoning skills and relevant instruments for high stake purposes.
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