What is the Critical Thinking Test?
Critical thinking practice test, take a free practice critical thinking test, practice critical thinking test.
Updated November 16, 2023
The Critical Thinking Test is a comprehensive evaluation designed to assess individuals' cognitive capacities and analytical prowess.
This formal examination, often referred to as the critical thinking assessment, is a benchmark for those aiming to demonstrate their proficiency in discernment and problem-solving.
In addition, this evaluative tool meticulously gauges a range of skills, including logical reasoning, analytical thinking, and the ability to evaluate and synthesize information.
This article will embark on an exploration of the Critical Thinking Test, elucidating its intricacies and elucidating its paramount importance. We will dissect the essential skills it measures and clarify its significance in gauging one's intellectual aptitude.
We will examine examples of critical thinking questions, illuminating the challenging scenarios that candidates encounter prompting them to navigate the complexities of thought with finesse.
Before going ahead to take the critical thinking test, let's delve into the realm of preparation. This segment serves as a crucible for honing the skills assessed in the actual examination, offering candidates a chance to refine their analytical blades before facing the real challenge. Here are some skills that will help you with the critical thinking assessment: Logical Reasoning: The practice test meticulously evaluates your ability to deduce conclusions from given information, assess the validity of arguments, and recognize patterns in logic. Analytical Thinking: Prepare to dissect complex scenarios, identify key components, and synthesize information to draw insightful conclusionsāa fundamental aspect of the critical thinking assessment. Problem-Solving Proficiency: Navigate through intricate problems that mirror real-world challenges, honing your capacity to approach issues systematically and derive effective solutions. What to Expect: The Critical Thinking Practice Test is crafted to mirror the format and complexity of the actual examination. Expect a series of scenarios, each accompanied by a set of questions that demand thoughtful analysis and logical deduction. These scenarios span diverse fields, from business and science to everyday scenarios, ensuring a comprehensive evaluation of your critical thinking skills. Examples of Critical Thinking Questions Scenario: In a business context, analyze the potential impacts of a proposed strategy on both short-term profitability and long-term sustainability. Question: What factors would you consider in determining the viability of the proposed strategy, and how might it affect the company's overall success? Scenario: Evaluate conflicting scientific studies on a pressing environmental issue.
Question: Identify the key methodologies and data points in each study. How would you reconcile the disparities to form an informed, unbiased conclusion?
Why Practice Matters
Engaging in the Critical Thinking Practice Test familiarizes you with the test format and cultivates a mindset geared towards agile and astute reasoning. This preparatory phase allows you to refine your cognitive toolkit, ensuring you approach the assessment with confidence and finesse.
We'll navigate through specific examples as we proceed, offering insights into effective strategies for tackling critical thinking questions. Prepare to embark on a journey of intellectual sharpening, where each practice question refines your analytical prowess for the challenges ahead.
This is a practice critical thinking test.
The test consists of three questions .Ā
After you have answered all the questions, you will be shown the correct answers and given full explanations.
Make sure you read and fully understand each question before answering. Work quickly, but don't rush. You cannot afford to make mistakes on a real test .
If you get a question wrong, make sure you find out why and learn how to answer this type of question in the future.Ā
Six friends are seated in a restaurant across a rectangular table. There are three chairs on each side. Adam and Dorky do not have anyone sitting to their right and Clyde and Benjamin do not have anyone sitting to their left. Adam and Benjamin are not sitting on the same side of the table.
If Ethan is not sitting next to Dorky, who is seated immediately to the left of Felix?
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Critical Thinking Test: Sample Questions with Explanations (2024)
Employers value and seek candidates who demonstrate advanced critical thinking skills. They often administer critical thinking tests as part of their hiring process. Critical thinking tests can be very difficult for those who donāt prepare. A great way to start practicing is by taking our critical thinking free practice test.
What Does The Critical Thinking Test Include?
The Critical Thinking Test assesses your capacity to think critically and form logical conclusions when given written information. Critical thinking tests are generally used in job recruitment processes, in the legal sector. These tests measure the analytical critical thinking abilities of a candidate.
Why Is Critical Thinking Useful?
Critical thinking is put into action in various stages of decision-making and problem-solving tasks:
- Identify the problem
- Choose suitable information to find the solution
- Identify the assumptions that are implied and written in the text
- Form hypotheses and choose the most suitable and credible answers
- Form well-founded conclusions and determine the soundness of inferences
What is Watson Glaser Test and what Critical Thinking Skills it Measures?
The most common type of critical thinking test is the Watson-Glaser Critical Thinking Appraisal (W-GCTA). Typically used by legal and financial organizations, as well as management businesses, a Watson Glaser test is created to assess candidatesā critical thinking skills.
The test consists of 10 questions to be answered in 10 minutes approx (although there is no timer on the test itself). Our test is slightly harder than the real thing, to make it sufficiently challenging practice.
You need to get 70% correct to pass the test. Donāt forget to first check out the test techniques section further down this page beforehand.
QuestionsĀ Ā Ā Ā Ā 25
Pass percentageĀ Ā Ā Ā Ā 70%.
The test is broken down into five central areas:
- Assumptions
- Interpretation
Critical Thinking Course
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The Five Critical Thinking Skills Explained
1. recognition of assumption.
Youāll be presented with a statement. The statement is then followed by several proposed assumptions. When answering, you must work out if an assumption was made or if an assumption was not made in the statement. An assumption is a proclamation that an individual takes for granted. This section of the tests measures your ability to withhold from forming assumptions about things that are not necessarily correct.
- 1: Assumption Made
- 2: Assumption Not Made
Although the passage does state that Charlieās fundraising team is doing its best so that the charity event can meet its goal, nowhere did it state that their team is leading the event.
2. Evaluation of Arguments
You will be presented with an argument. You will then be asked to decide whether the argument is strong or weak. An argument is considered strong if it directly connects to the statement provided, and is believed to be significant.
No, participation awards should not be given in every competition because studies have shown that this would cause the participants to put in less effort because they will get a prize no matter what the outcome is.
- 1: Strong Argument
- 2: Weak Argument
This is a strong argument as it provides evidence as to why participation awards should not be given in every competition
3. Deductions
In deduction questions, you will need to form conclusions based solely on the information provided in the question and not based on your knowledge. You will be given a small passage of information and you will need to evaluate a list of deductions made based on that passage. If the conclusion cannot be formed for the information provided, then the conclusion does not follow. The answer must be entirely founded on the statements made and not on conclusions drawn from your knowledge.
In a surprise party for Donna, Edna arrived after Felix and Gary did. Kelly arrived before Felix and Gary did.
- 1: Conclusion Follows
- 2: Conclusion Does not Follow
For questions like this, jot down the clues to help you out. Use initials as a quick reference.
K | F&G | E
Looking at the simple diagram, āKā, which stands for āKelly,ā arrived before Edna āEā did. The answer is A.
4. Interpretation
In these questions, you are given a passage of information followed by a list of possible conclusions. You will need to interpret the information in the paragraph and determine whether or not each conclusion follows, based solely on the information given.
A number of students were given the following advice:
āThe use of powerful words is a technique, which makes you a better writer. Your choice of words is very important in molding the way people interaction with the article. You should use powerful words to spice up your article. Power words should be used liberally to enhance the flavor of what you write! ā
In the fourth sentence, it is stated, āPower words should be used liberally to enhance the flavor of what you write!ā
Thus, if you were to write an essay, using powerful words can give more flavor to it.
5. Inferences
An inference is a conclusion made from observed or supposed facts and details. It is information that is not apparent in the information provided but rather is extracted from it. In this section, you will be provided with a passage of information about a specific scene or event. A list of possible inferences will then be given, and you will need to decide if they are ātrueā, āfalseā, āpossibly trueā, āpossibly falseā, or whether it is not possible to say based on the information provided.
With the advancement of technology, the need for more infrastructure has never been higher. According to the plan of the current U.S. Administration, it aims to put a $1 trillion investment on improving infrastructure, a portion of which will include priority projects and technologies that can strengthen its economic competitiveness such as transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and even artificial intelligence.
It stated that it expects to work with Congress to develop a comprehensive infrastructure package, which is expected to have a budget of $200 billion for certain priorities.
- 2: Probably True
- 3: Not Enough Information
- 4: Probably False
Although it was mentioned in the passage that the U.S. government is to allocate $200 billion on certain priorities, it did not specify if these certain priorities were for ātransportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and artificial intelligenceā or if the aforementioned priorities will have a different allocation.
What we can be sure of, however, is that at least a portion of the $1 trillion infrastructure budget will be used on the mentioned priorities regardless, meaning that there is a chance that $200 billion will be used on those aforementioned areas.
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Critical Thinking: Basic Questions & Answers
Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking? First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while youāre thinking in order to make your thinking better. Two things are crucial: critical thinking is not just thinking, but thinking which entails self-improvementthis improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking). | ||
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Could you give me an example? Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction.
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), systematically misleading the 150,000 or so teachers who read the publication. Could this possibly be a rare mistake, not representative of teacher knowledge? I don't think so. Let me suggest a way in which you could begin to test my contention. If you are familiar with any thinking skills programs, ask someone knowledgeable about it the "Where's the beef?" question. Namely, "What intellectual standards does the program articulate and teach?" I think you will first find that the person is puzzled about what you mean. And then when you explain what you mean, I think you will find that the person is not able to articulate any such standards. Thinking skills programs without intellectual standards are tailor-made for mis-instruction. For example, one of the major programs asks teachers to encourage students to make inferences and use analogies, but is silent about how to teach students to assess the inferences they make and the strengths and weaknesses of the analogies they use. This misses the point. The idea is not to help students to make more inferences but to make sound ones, not to help students to come up with more analogies but with more useful and insightful ones. What is the solution to this problem? How, as a practical matter, can we solve it? Well, not with more gimmicks or quick fixes. Not with more fluff for teachers. Only with quality long-term staff development that helps the teachers, over an extended period of time, over years not months, to work on their own thinking and come to terms with what intellectual standards are, why they are essential, and how to teach for them. The State Department in Hawaii has just such a long-term, quality, critical thinking program (see " "). So that's one model your readers might look at. In addition, the National Council for Excellence in Critical Thinking Instruction is focused precisely on the articulation of standards for thinking. I am hopeful that eventually, through efforts such as these, we can move from the superficial to the substantial in fostering quality student thinking. The present level of instruction for thinking is very low indeed. But there are many areas of concern in instruction, not just one, not just critical thinking, but communication skills, problem solving, creative thinking, collaborative learning, self-esteem, and so forth. How are districts to deal with the full array of needs? How are they to do all of these rather than simply one, no matter how important that one may be? This is the key. Everything essential to education supports everything else essential to education. It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag. In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above. Hence, critical thinking is not a set of skills separable from excellence in communication, problem solving, creative thinking, or collaborative learning, nor is it indifferent to one's sense of self-worth. Could you explain briefly why this is so? Consider critical thinking first. We think critically when we have at least one problem to solve. One is not doing good critical thinking, therefore, if one is not solving any problems. If there is no problem there is no point in thinking critically. The "opposite" is also true. Uncritical problem solving is unintelligible. There is no way to solve problems effectively unless one thinks critically about the nature of the problems and of how to go about solving them. Thinking our way through a problem to a solution, then, is critical thinking, not something else. Furthermore, critical thinking, because it involves our working out afresh our own thinking on a subject, and because our own thinking is always a unique product of our self-structured experience, ideas, and reasoning, is intrinsically a new "creation", a new "making", a new set of cognitive and affective structures of some kind. All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration. And when it helps us to solve problems that we could not solve before, it is surely properly called "creative".
How do communication skills fit in? Some communication is surface communication, trivial communication--surface and trivial communication don't really require education. All of us can engage in small talk, can share gossip. And we don't require any intricate skills to do that fairly well. Where communication becomes part of our educational goal is in reading, writing, speaking and listening. These are the four modalities of communication which are essential to education and each of them is a mode of reasoning. Each of them involves problems. Each of them is shot through with critical thinking needs. Take the apparently simple matter of reading a book worth reading. The author has developed her thinking in the book, has taken some ideas and in some way represented those ideas in extended form. Our job as a reader is to translate the meaning of the author into meanings that we can understand.
And self esteem? How does it fit in? Healthy self-esteem emerges from a justified sense of self-worth, just as self-worth emerges from competence, ability, and genuine success. If one simply feels good about oneself for no good reason, then one is either arrogant (which is surely not desirable) or, alternatively, has a dangerous sense of misplaced confidence. Teenagers, for example, sometimes think so well of themselves that they operate under the illusion that they can safely drive while drunk or safely take drugs. They often feel much too highly of their own competence and powers and are much too unaware of their limitations. To accurately sort out genuine self-worth from a false sense of self-esteem requires, yes you guessed it, critical thinking. And finally, what about collaborative learning? How does it fit in? Collaborative learning is desirable only if grounded in disciplined critical thinking. Without critical thinking, collaborative learning is likely to become collaborative mis-learning. It is collective bad thinking in which the bad thinking being shared becomes validated. Remember, gossip is a form of collaborative learning; peer group indoctrination is a form of collaborative learning; mass hysteria is a form of speed collaborative learning (mass learning of a most undesirable kind). We learn prejudices collaboratively, social hates and fears collaboratively, stereotypes and narrowness of mind, collaboratively. If we donāt put disciplined critical thinking into the heart and soul of the collaboration, we get the mode of collaboration which is antithetical to education, knowledge, and insight.
One important aim of schooling should be to create a climate that evokes childrenās sense of wonder and inspires their imagination to soar. What can teachers do to "kindle" this spark and keep it alive in education? First of all, we kill the child's curiosity, her desire to question deeply, by superficial didactic instruction. Young children continually ask why. Why this and why that? And why this other thing? But we soon shut that curiosity down with glib answers, answers to fend off rather than to respond to the logic of the question. In every field of knowledge, every answer generates more questions, so that the more we know the more we recognize we don't know. It is only people who have little knowledge who take their knowledge to be complete and entire. If we thought deeply about almost any of the answers which we glibly give to children, we would recognize that we don't really have a satisfactory answer to most of their questions. Many of our answers are no more than a repetition of what we as children heard from adults. We pass on the misconceptions of our parents and those of their parents. We say what we heard, not what we know. We rarely join the quest with our children. We rarely admit our ignorance, even to ourselves. Why does rain fall from the sky? Why is snow cold? What is electricity and how does it go through the wire? Why are people bad? Why does evil exist? Why is there war? Why did my dog have to die? Why do flowers bloom? Do we really have good answers to these questions? How does curiosity fit in with critical thinking? To flourish, curiosity must evolve into disciplined inquiry and reflection. Left to itself it will soar like a kite without a tail, that is, right into the ground! Intellectual curiosity is an important trait of mind, but it requires a family of other traits to fulfill it. It requires intellectual humility, intellectual courage, intellectual integrity, intellectual perseverance, and faith in reason. After all, intellectual curiosity is not a thing in itself ā valuable in itself and for itself. It is valuable because it can lead to knowledge, understanding, and insight; because it can help broaden, deepen, sharpen our minds, making us better, more humane, more richly endowed persons.
It is important for our students to be productive members of the work-force. How can schools better prepare students to meet these challenges? The fundamental characteristic of the world students now enter is ever-accelerating change; a world in which information is multiplying even as it is swiftly becoming obsolete and out of date; a world in which ideas are continually restructured, retested, and rethought; where one cannot survive with simply one way of thinking; where one must continually adapt one's thinking to the thinking of others; where one must respect the need for accuracy and precision and meticulousness; a world in which job skills must continually be upgraded and perfected ā even transformed. We have never had to face such a world before. Education has never before had to prepare students for such dynamic flux, unpredictability, and complexity for such ferment, tumult, and disarray.
National standards will result in national accountability. What is your vision for the future? Most of the national assessment we have done thus far is based on lower-order learning and thinking. It has focused on what might be called surface knowledge. It has rewarded the kind of thinking that lends itself to multiple choice machine-graded assessment. We now recognize that the assessment of the future must focus on higher ā not lower ā order thinking; that it must assess more reasoning than recall; that it must assess authentic performances, students engaged in bona fide intellectual work.
by Richard Paul.} | ||
IMAGES
VIDEO
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define : statements that premises are intended to support. conclusion. what are the conclusion indicators. so. thus. therefore. hence. this arguments intends to provide logically conclusive support for its conclusion and is also truth preserving can be valid or invalid , sound or not sound. deductive arguments.
Key terms from D265 1 final oa final. Lecture notes 100% (27) 16. Pre - Pre-Assessment Material. ... Pre-Assessment Critical Thinking Reason and Evidence. ... Choose 2 answers. (more) 0 1. Answers. Critical Thinking: Reason and Evidence (D265) 7 days ago. Which argument exemplifies the general-specific pattern? (1 Point) All dogs go to heaven ...
Critical Thinking Final. 36 terms. rachelzhouu. Preview. phil200 chp 1 - basics of argumentation. 21 terms. kdevera7895. Preview. Science . 16 terms. chloetroyer2009. Preview. misuses of terms. ... Getting a 98 on this test is a _____for getting an A on this test. sufficient, get a 97. Living in Fairfield is_____to living in CT.
4.5 (2 reviews) Critical thinking. Click the card to flip š. primarily the ability to think carefully about thinking and reasoningāto criticize your own reasoning. "Criticize" here is not meant in the sense of being mean or talking down or making fun of. Instead, it is used in the sense of, for example, how a coach might take a critical ...
4. Overview of key C168 concepts. Lecture notes 94%(31) 18. WGU Student Portal Coaching Report 1. Practice materials 100%(6) 20. WGU Critical Thinking and Logic - C168 Study Guide and Practice Test Assessment. Practice materials None.
PRT Critical Thinking Test: question 1 of 3. Six friends are seated in a restaurant across a rectangular table. There are three chairs on each side. Adam and Dorky do not have anyone sitting to their right and Clyde and Benjamin do not have anyone sitting to their left. Adam and Benjamin are not sitting on the same side of the table.
Topic 6 Final Assessment: Study Guide UNV-The Topic 6 Final Assessment covers material from Topics 1-5. Please review your notes, "The Writing Process" media piece, and Course Materials for each Topic. To help you prepare, answer the following questions: Topic 1 1. What is information literacy? is the ability to find, evaluate, organize ...
The critical thinking quiz will help you understand when someone is right and acknowledged. Check out our online critical thinking MCQ quiz and see if you ace the art of actively and skillfully analyzing and evaluating information gathered through observation. We have a collection of critical thinking quizzes to help you analyze the facts and ...
Critical thinking is put into action in various stages of decision-making and problem-solving tasks: Identify the problem. Choose suitable information to find the solution. Identify the assumptions that are implied and written in the text. Form hypotheses and choose the most suitable and credible answers.
Study with Quizlet and memorize flashcards containing terms like Carefully exploring the thinking process to clarify our understanding and make more intelligent decision is the definition of: a. critical thinking b. creative thinking c. cooperative thinking d. none of the above, The word "critical" comes from the Greek word "kritikos", which means: a. to analyze b. to answer c. to question d ...
You must answer all questions in the final assessment. Once you have completed every question, ... 1.Accommodating 2.Avoiding 3.Collaborating 4.Compromising 5.Confronting 6.Forcing 7.Pairing Answer Key Critical Thinking Foundations Question 1 of 3 The correct answer is: False.
Test and improve your knowledge of Critical Thinking, Problem Solving & Decision Making with fun multiple choice exams you can take online with Study.com
Here are 10 common interview questions aimed at evaluating your critical thinking skills, along with sample answers: 1. Tell me about a time when you had to convince your supervisor or team to use an alternative approach to solve a problem. Interviewers test your critical thinking skills by learning whether you can make decisions based on logic ...
16. "My classmate told me that the final exam of Critical Thinking would test the contents of four chapters while five chapters are indicated in the syllabus. I have done a thorough ... ##### Answers and points Test contents CLOs ##### Q1 Q20: 40 points ##### (2 points/correct answer)
Quiz yourself with questions and answers for Critical Thinking - Final Exam, so you can be ready for test day. ... We let our preexisting beliefs affect our assessment of the evidence for or against them. 3 of 8. Definition. Ignoring or failing to seek evidence against our claim. Confirmation Bias. Deductive Argument.
Each final assessment quiz is designed to cover a wide range of topics and concepts that have been covered throughout the course or curriculum. These quizzes typically consist of multiple-choice questions, true/false statements, and sometimes open-ended questions to test your understanding, critical thinking skills, and problem-solving abilities.
Abstract In this interview for Think magazine (April ''92), Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies.
Select the word that best completes the sentence. An electric shock can result in anything from a slight tingling sensation to immediate cardiac arrest. The severity depends on the amount of current flowing through the body, the current's path through the body, the length of time the body remains in the circuit, and the current's _______.
16. "My classmate told me that the final exam of Critical Thinking would test the contents of four chapters while five chapters are indicated in the syllabus. I have done a thorough ... ##### Answers and points Test contents CLOs ##### Q1 š”ŖQ20: 40 points ##### (2 points/correct answer)
Practice quiz. 565716661 Critical Thinking Final Review docx. Question 1/10 What fallacy occurs when a person rejects another person's argument by attacking the person's character instead of evaluating the argument itself? Practice quiz. CT Sample-test Final-Q. Question 1/12 A: too bad that four days after the gold looting, only eight people ...