Comparer des méthodes

	Échelle des Dispositions à la Pensée Critique	Questionnaire sur l'expérience du cours
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	1992	1997
Auteur d'origine	Peter Facione	Kim Wilson, Lucia Lizzio, Paul Ramsden
Type	Critical thinking propensity measurement	Course experience assessment
Source fondatrice	Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA.	Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in Higher Education, 22(1), 33-53.
Alias	CTDS, California Critical Thinking Disposition Inventory, CCTDI	CEQ, Learning Environment Questionnaire
Apparentées	4	4
Résumé	The Critical Thinking Dispositions Scale (CTDS), exemplified by the California Critical Thinking Disposition Inventory (CCTDI), measures the extent to which individuals exhibit cognitive dispositions conducive to critical thinking. Developed by Facione (1992), it assesses dimensions including truth-seeking, open-mindedness, analytical orientation, self-confidence, systematic approach, and inquisitiveness. Critical thinking dispositions—the habits of mind and values that support rigorous reasoning—are distinct from but complementary to critical thinking skills.	The Course Experience Questionnaire (CEQ) is an institutional assessment tool measuring students' perceptions of their learning environment and educational experience in a course. Developed by Wilson, Lizzio, and Ramsden (1997), it assesses dimensions including good teaching, clear goals, appropriate workload, appropriate assessment, appropriate feedback, and learning community. The CEQ provides universities with evaluative data to guide curriculum development and educational improvement.