Articles in Press

Critical Thinking Assessment in Chemistry Education

A Review of Tool Development and Validation

Authors

DOI:

https://doi.org/10.56741/IISTR.jetia.002526


Keywords:

Assessment Instruments, Chemical Concepts, Chemistry Education, Critical Thinking, Development and Validation

Abstract

Critical thinking (CT) is essential for scientific literacy in chemistry education, yet effectively assessing it remains challenging due to limitations in traditional methods and domain-general instruments. This systematic review synthesizes 19 studies (2015–2024) to map trends in developing and validating chemistry-specific CT assessment tools. Findings reveal the 4D model (Define, Design, Develop, Disseminate) as the predominant framework for instrument development, emphasizing practical implementation. The most valid and reliable instruments—such as Kriswantoro et al.’s (2021) Critical Thinking Assessment Model Integrated with Science Process Skills (CTSPS) and Susetyo et al.’s (2021) Critical Thinking Test for Salt Hydrolysis—demonstrated robust psychometric properties (e.g., Aiken V > 0.80, Cronbach’s α ≥ 0.82, Rasch reliability > 0.85). Acid-base chemistry emerged as the primary context for CT enhancement (32% of studies), followed by chemical equilibrium (26%) and thermochemistry (16%), due to their inherent complexity and demand for higher-order reasoning. The review highlights persistent gaps, including fragmented validation practices and topic-specific instrument limitations. It advocates for standardized methodologies, broader topic coverage, and cross-cultural validation to advance CT assessment in chemistry education.

Author Biographies

Hassan Aliyu, Sokoto State University

is affiliated with the Department of Science Education, Faculty of Education, Sokoto State University, Nigeria. His academic interests include science education, chemistry teaching, critical thinking assessment, and educational research. His scholarly work focuses on examining approaches to developing and validating assessment instruments that support higher-order thinking skills. He is interested in strengthening evidence-based educational practices and improving the quality of science learning and assessment. (email: nagoronyo@gmail.com).

Amina M. Chado, Federal University of Technology

is affiliated with the Department of Science Education, School of Science and Technology Education, Federal University of Technology Minna, Nigeria. Her academic interests are related to science education, instructional development, and educational assessment. Her research activities include exploring approaches to evaluating students' critical thinking abilities and improving assessment practices. She is interested in promoting innovative teaching strategies and strengthening the quality of science education. (email: chado.amina@futminna.edu.ng).

Umar Idris Sarkin Bauchi, Federal University of Technology

is affiliated with the Department of Science Education, School of Science and Technology Education, Federal University of Technology Minna, Nigeria. His academic interests include science teaching, educational measurement, critical thinking, and instructional assessment. His scholarly interests focus on the development and evaluation of assessment instruments for science education. He is interested in advancing effective educational practices.  (email: haumar2008@gmail.com).

Labake Ajoke Fadipe, Federal University of Technology

is affiliated with the Department of Chemistry, School of Physical Sciences, Federal University of Technology Minna, Nigeria. His academic interests include chemistry education, chemical concepts, critical thinking, and scientific assessment. His scholarly interests emphasize the relationship between chemistry knowledge and higher-order cognitive skills. He is interested in supporting the development of valid and reliable assessment instruments and promoting evidence-based approaches.  (email: labsfad@yahoo.com).

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Published

2026-10-26

How to Cite

Aliyu, H., Chado, A. M., Bauchi, U. I. S., & Fadipe, L. A. (2026). Critical Thinking Assessment in Chemistry Education: A Review of Tool Development and Validation . Journal of Educational Technology Innovation and Applications, 2(03), 295–312. https://doi.org/10.56741/IISTR.jetia.002526

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Vol. 2 No. 03 (2026): Articles in Press - Journal of Educational Technology Innovation and Applications

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Articles

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Copyright (c) 2026 Hassan Aliyu, Amina M. Chado, Umar Idris Sarkin Bauchi, Labake Ajoke Fadipe

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