As my previous articles explain, CT is a metacognitive process consisting of a number of sub-skills and dispositions, that, when applied through purposeful, self-regulatory, reflective judgment, increase the chances of producing a logical solution to a problem or a valid conclusion to an argument (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014).
Instead of using MCQ items, a better measure of CT might ask open-ended questions, which would allow test-takers to demonstrate whether or not they spontaneously use a specific CT skill.
One commonly used CT assessment, mentioned above, that employs an open-ended format is the Ennis-Weir Critical Thinking Essay Test (EWCTET; Ennis & Weir, 1985).
There are various extant CT measures – the most popular amongst them include the Watson-Glaser Critical Thinking Assessment (WGCTA; Watson & Glaser, 1980), the Cornell Critical Thinking Test (CCTT; Ennis, Millman & Tomko, 1985), the California Critical Thinking Skills Test (CCTST; Facione, 1990a), the Ennis-Weir Critical Thinking Essay Test (EWCTET; Ennis & Weir, 1985) and the Halpern Critical Thinking Assessment (Halpern, 2010). Critical thinking ability and disposition as factors of performance on a written critical thinking test.
It has been noted by some commentators that these different measures of CT ability may not be directly comparable (Abrami et al., 2008).