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This study validates a critical thinking test for Slovak conditions using data from 50 university respondents. Bachelor’s and Master’s students aged 21–36 were included, and analysis employed model fit evaluation, normality checks, reliability testing, and exploratory factor analysis. 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E. Purkyne University, Faculty of Science, Department of Biology, Ceske mladeze 8, 400 96 Usti nad Labem, CZECH REPUBLIC  \n3 Kazan Federal University, Institute of Pedagogy and Psychology, Kazan, RUSSIA  \nReceived 13 May 2019 ▪ Revised 8 August 2019 ▪ Accepted 11 August 2019  \nABSTRACT  \nCritical Thinking is a generally recognized educational ideal at all levels of the educational process. This study validated the critical thinking test on Slovak conditions.  \nData were collected from 50 respondents studying at university. Bachelor’s and Master’s students from all grades, aged 21 to 36 (x = 23.00; SD = 2.84) were represented. Model fits, normality, reliability and exploratory factor analysis were used.  \nThe results showed that the critical thinking test is valid and reliable. The implications  \nof the test for next using is discussed.  \nKeywords: critical thinking test, instrument development, model fit, university students  \nINTRODUCTION  \nCritical Thinking (henceforth CT) is a generally recognized educational ideal at all levels of the educational process. It is considered one of the most important skills and dispositions not only in the sphere of tertiary education, but is also an important skill in everyday life situations, in the professional life of the individual – it is increasingly required not only in top management, but also in a wide range of professions and last but not least and the new media brought about by the 21st century.  \nMany experts also consider it a liberating force in education, a precondition for maintaining the ideals of democratic society, a source of civic engagement, decision-making and the ability to respond to rapidly changing world around (Ennis, 1996; Facione, 2011; Halpern, 1998, Paul & Elder, 2014), which corresponds to the mission of many universities in the world. It is also embedded in the international frameworks for the competences of the 21st century (Voogt & Roblin, 2012) .  \nHowever, with the increasing importance of critical thinking, the urgency of its adequate assessment is also on increase. While there are several validated tests for measuring critical thinking disposition, the vast majority of them have roots in the USA, with the language mutations of these tests which are either not existing or not sufficiently validated within the country of use. Studies from various countries around the world (Ahdika, 2017; Basha, Drane, & Light, 2016; Cankaya & Serin, 2018; Chikiwa & Schäfer, 2018; de Bie, Wilhelm, & van der Meij, 2015; Inel Ekici, 2017; Ioannou & Malafantis, 2019; Liu et al., 2016; Miller & Olthouse, 2013; Rodrigues Franco, Soares Costa, & da Silva Almeida, 2018; Sendag, Erol, Sezgin, & Dulkadir, 2015; Wartono, Hudha, & Batlolona, 2018; Yu, Lin, & Chang, 2017) discuss the importance of this issue.  \nIn connection with this, we will standardize and adapt the Critical Thinking Prerequisites Test for the conditions of the Slovak setting. The test was designed as a requirement arising from the absence of a similar instrument in the Czech Republic (where the situation is similar to that in the Slovak Republic) . This test was chosen because of the linguistic and cultural closeness of both countries and was piloted on a sample of students n = 203. This study focuses on translation, adaptation and determination of psychometric properties of the Critical Thinking Prerequisites Test for the requirements of the University of Žilina in the Slovak Republic.  \nContribution of this paper to the literature  \n• The paper illustrates the importance of critical thinking among university students.  \n• The model fit indices for the factor analysis was reasonably good.  \n• The test of critical thinking was adapted on the conditions of Sl","cbCaioMgTptjcwb9","https://ap.wps.com/l/cbCaioMgTptjcwb9","pdf",497736,"English","# Abstract\n# Introduction\n# Contribution of this paper to the literature\n# Literature Review","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"To validate a critical thinking test for use under Slovak conditions, including translation, adaptation, and psychometric evaluation.\"},{\"question\":\"How was the participant sample composed?\",\"answer\":\"The data came from 50 university respondents, including Bachelor’s and Master’s students aged 21 to 36.\"},{\"question\":\"Which methods were used to assess the test?\",\"answer\":\"Model fits, normality, reliability, and exploratory factor analysis were used to evaluate the instrument’s psychometric properties.\"}]","Validation of Critical Thinking Test on Slovak Conditions | PDF",1791163051,25]