Indicator: Higher-order thinking skills

Definition

Individuals have the problem solving, critical thinking, and decision-making skills needed in the workplace.

Recommended Metric(s)

K–12: Percentage of students who demonstrate proficiency on assessments of higher-order thinking skills

Example Instruments

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Postsecondary: Percentage of students who demonstrate proficiency on assessments of higher-order thinking skills

Example Instruments

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Workforce: Percentage of individuals who demonstrate proficiency on assessments of higher-order thinking skills

Example Instruments

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Type(s) of Data Needed

Assessments

Why it matters

Higher-order thinking (also referred to as critical thinking, problem solving, or decision making) is consistently ranked as one of the most in-demand workforce readiness competencies by employers across industries.1, 2 According to a survey by the National Association of Colleges and Employers (NACE), nearly all employers consider critical thinking to be very or extremely important for workforce success—however, only 56 percent rate recent graduates as very or extremely proficient.3 Research suggests that higher-order thinking skills are predictive of employment and workplace performance.4, 5 Recognizing their importance, three states mention higher-order thinking skills in their high school graduation requirements,6 and American Association of Colleges and Universities (AAC&U) includes creative thinking, critical thinking, ethical reasoning, problem solving, and inquiry and analysis among 16 “essential learning outcomes.”7 In a comprehensive review of soft skills literature, researchers found that higher-order thinking skills are predictive of workforce outcomes for youth ages 15–29, as well as for the general adult population.8

What to know about measurement

Although there is broad consensus on the importance of critical thinking skills, currently there are not any critical thinking assessments that are administered and reported at scale. The Postsecondary Value Commission describes a variety of ways in which “cognitive ability and intellectual dispositions,” a family of skills that includes critical thinking, could be measured.9 The HEIghten assessment, suggested above as a potential instrument for measuring critical thinking skills in postsecondary contexts, has not been validated in large-scale evaluations, but is currently being evaluated in the Next Generation Undergraduate Success Measurement Project, a rigorous study of various methods to measure undergraduate experiences and outcomes.10 Given the research evidence, we suggest higher-order thinking skills could be measured starting in middle or high school and have suggested potential performance-based measures that can be used with youth. We propose using a performance-based test to mitigate the risk of bias in self-reported or instructor- or employer-reported measures.

As noted above, we acknowledge that measuring soft skills, including critical thinking and problem-solving skills, carries with it a risk of cultural and racial bias, depending on how they are measured. Data users should examine potential unintended consequences of soft skills assessments and proactively mitigate risks related to bias (see the Data Equity Principles for further guidance).

Source frameworks

This indicator appeared in six source frameworks reviewed for this report. A report on student learning outcomes by the Postsecondary Value Commission references both the CLA+ instrument and the HEIghten Outcomes Assessment recommended in this report. Our proposed definition is adapted from a report by Child Trends that describes key soft skills required for workforce success.

References