The Factorial Validity of the Cornell Critical Thinking Tests: A Multi-Analytic Approach

Abstract An unresolved issue in the measurement of critical thinking is the underlying factor structure of available instruments. The Cornell Critical Thinking Tests Level X ( Ennis, Millman, & Tomko, 2005 ) is a widely used assessment of critical thinking in educational settings for students in grades 4-14. Perhaps due to the scale’s intentional complex factor structure with overlapping dimensions, there is surprisingly limited empirical evidence available on its dimensionality to guide score-based decisions. Based on elementary student data (N = 2,265), we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and exploratory structural equation modeling (ESEM) to examine the instrument’s factor structure and compare results across procedures. ESEM yielded an interpretable factor solution that demonstrated measurement invariance across independent samples, whereas EFA and CFA procedures resulted in substantial item reduction and fewer interpretable factors. Implications for research on critical thinking assessment are discussed.