EDUCATE INSIGHT Thinking Mindset Grades 6-12

General Information on the Measure
Purpose of the measure

EDUCATE INSIGHT Thinking Mindset Grades 6-12 appraises the extent to which middle school and high school-aged youth are cognitively engaged and mentally motivated toward intellectual activities.

Main constructs measured

Cognitive competencies

Applicable grade levels

Grades 6-12

Publication year for the most recent version

1999

Year originally developed

1999

Related measures
Measure Administration
Respondent

Student

Method of administration

Paper/Pencil, Digital

Number of items

72

Item format

Four-point Likert-type scale

Administration time

30 minutes

Available languages

English, Arabic, Chinese, Greek, Spanish

Fee for use Fee charged by developer
Credentials required for administration

The assessment should be administered by an authorized school district representative or researcher.

Scoring
Overall score reporting

No overall scores are reported.

Subscore reporting

There are five subscores:

  • Mental focus
  • Learning orientation
  • Creative problem solving
  • Cognitive integrity
  • Scholarly focus
Scoring procedures

Scoring services are available from the assessment developers.

Interpretive information

There are categorical interpretations of scores to indicate which scores are particularly strong and which are weak.

Evidence of Technical Quality
Populations for which technical quality evidence has been collected

Items/scales were piloted in target samples and validated in replicated studies (e.g., children at every K-12 grade level) to assure the performance of the assessments in the intended population.

Reliability evidence

The internal consistency of scores meets the Cronbach’s alpha coefficient (α) > 0.70 criterion in the validation samples and in large model population samples.

Validity evidence
Evidence based on content
The specified domain is critical thinking dispositions as defined by the APA Delphi study [see reference below].
Evidence based on response processes
Discriminant validity demonstrated with the Marlowe-Crowne Social Desirability Index.
Evidence based on internal structure
Validation of stability of factor structure using confirmatory factor analysis (CFA) in subsequent independent samples.
Evidence based on relations with other variables
Statistically significant, albeit modest, positive correlations with mastery goals, self-efficacy, and self-regulation at the ρ < 0.01 level (one-tailed); Creative Problem Solving moderately correlated with students’ standardized Math and Reading test scores at the ρ < 0.001 level.
Locating the Measure
Obtaining a copy of the measure insightassessment.com
References

"Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction ("The Delphi Report")," The American Philosophical Association, ERIC Doc. No. ED, 1990, pp. 315–423.

Notes

Measure summary updated October 3, 2018.