critical thinking test questions for high school students

40 Critical Thinking Questions for High School Students

How is electricity being produced from rainwater or do aliens exist if there are so many discoveries about them? High school students are certain to come across queries that question reality, everyday rules, general human existence, or anything out of nowhere! 

Young minds are filled with an amazing potential to explore beyond their capabilities and hidden qualities. While high school students might question the existing realities of life, some students might not be aware of their imagination and thinking capacities. That is why it is important to nurture these growing minds with opportunities to question, understand, analyze, find evidence, and arrive at solutions. 

In this case, critical thinking questions act as a helpful way to offer an opportunity to broaden their minds to unlimited knowledge and endless possibilities. When students are given a chance to think beyond the ordinary, they experience a sense of freedom in thinking and expressing their views.

Through critical thinking questions, they receive a wonderful chance to analyze, decode the information, and present their views without being right or wrong. Hence, the below-mentioned questions are drafted in a way to initiate abstract and informative conversations thereby boosting critical thinking.

Brain teasing critical thinking questions for high schoolers

Critical thinking skills are essential for measuring the imagination and creativity of students. High school students are likely to use the new age information and influence of others when processing their thoughts. Hence, the below-mentioned questions are a great way to channel their thoughts in a more positively empowered learning environment.

• Do you think it is okay to give up your life if you had to save someone?
• If you could go to your past, what would you change?
• What is the joy of giving for you?
• What is better – giving or receiving? Why?
• If you can change some rules of the school, which ones would you change and why?
• What if you know your future? What does it look like from your perspective?
• What if you are dragged into a situation where you disagree with others?
• What would you do if you are given a task against your willingness to complete it?
• Would you like to do – go to your past or get to know your future? Why?
• What would you choose, 1 million dollars or a lifetime free education? Why?
• What is more important to you, knowledge or money?
• How can you leverage the benefits of social media and how?
• Do you think animals should be free or kept in a zoo?
• What does life look like on the Earth 100 years from now?
• Imagine a world without mobile phones. What would you do?
• If you could choose any profession in the world, what would you choose? Why?
• Would you rather devote your life to helping others through social activities or invest in building a business?
• What is the most important matter of concern that the world needs to address?
• Do you think the voting of high school students matters in Government concerns? Why?
• Which aspect plays a major role in the success of individuals?
• If you could change any one habit of your parents, what would it be?
• If you could travel to any place in the world, where would you go? Why?
• Imagine the world is facing a major power cut issue. What would you do and how would you face the situation?
• What is more important, offering a home to the needy or offering food to the needy on an everyday basis?
• How does the number 0 change life?
• Should teenagers be allowed to make major life decisions?
• Are friendships real in today’s world? 
• Does an influential person always influence others with actions and words?
• If animals could talk to you, who would you choose to talk to?
• What is the difference between happiness and achievements?
• Do you think success is the same as happiness? 
• Imagine you have only 24 hours left on Earth. How would you spend it?
• What if you are given the option to reside on another planet? What would you do and how?
• Would you forgive your best friend if he/she commits a crime and is found guilty?
• If your mother and best friend are sinking in two different boats and you have the opportunity to save anyone, who would you choose? Why?
• Imagine you are stranded on an island and have access to 5 things. Which 5 things would you choose?
• Which 3 elements make a stronger nation? Why?
• What are the disadvantages of growing up? How would you tackle them?
• Would you be blind or deaf? Why?
• What if you could donate 50% of your wealth and have free food for life? What would you do? 

Critical thinking in students: Why is it crucial?

High schoolers are on their way to exploring various subjects and acquiring knowledge from around the world. In such a phase, students must have the ability to think through things and make the right decision. Critical thinking empowers the brain to analyze and understand situations with complete evidence before concluding. Here’s how critical thinking shapes the life of high schoolers.

1. Develops Problem-Solving Skills

Students are sure to come across everyday problems and issues in their academic journey or personal life. While some students may develop stress, others might ignore it. However, the essence of critical thinking helps students solve these issues with intelligence. Whether it is figuring out about the project or solving an issue between friends, thinking and analyzing the possible solutions makes it easy to tackle situations. 

2. Enhances Creativity

The advertisements you see every day often talk about the problem and how a product solves it. That’s exactly why you need to develop critical thinking skills. When you can identify the core issue and arrive at solutions only then can you think out of the box. Critical thinking helps students be creative with their solutions and find a way out amidst challenges. 

3. Boosts Decision-Making Skills

With every project, assignment, or topic of your thesis , you need to take many decisions in the learning process. Here, critical thinking skills play a crucial role in helping you analyze, decode and disseminate information before making any decision. 

4. Builds Open-mindedness 

As growing individuals, it is important to be open-minded towards various problems and their suggestions. People who think critically are more likely to understand situations from different points of view. Hence, developing critical thinking skills helps you accept different perspectives and respect the opinions of others. The skill helps a long way when you need to work in a group on your projects. It is because you become capable of thinking from various perspectives. 

5. Goal Setting

Success comes with proper planning and execution of tasks. However, you cannot study history if you are weak at math. Similarly, you cannot aim for a 60% growth in your academics if you have been growing at a pace of 30% in each examination. Critical thinking enables you to think practically and map your way out to reach your goals. When you think critically and practically, you can analyze your strengths and weaknesses thereby setting goals accurately.

Critical thinking indeed plays an essential role in shaping the mindset of students and exposing them to different skills simply by developing this one. As you take advantage of the critical thinking questions, know that it is important to keep questioning students to initiate conversations.

Whether it is reflective questions or would you rather-questions , these questions enable them to think beyond their imagination and dive into a world of possibilities. Apart from this, you may also involve students in interactive discussions that boost critical thinking skills.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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47 Critical Thinking Questions for High School Students

Critical thinking is defined as analyzing and thinking objectively about an issue to form a judgment. Critical thinking skills are important for high school students because they encourage decision-making based on logic and reason, which will serve them well in adulthood. 

Critical thinking questions are those that encourage the development of the following skills:

If you could make your own country, what would it look like? What rules would your citizens follow?

If you found out you only had 24 hours left to live, what would you decide to do with your last day on earth?

If everyone in the world stopped using social media, would it be a good thing or a bad thing? Defend your answer.

Question 10

Is it better to take one life in order to save 5 lives? What about 10? 20?

Question 11

Question 12, question 13.

If you were stranded on a desert island, what item would you choose to bring with you, provided you would have an endless supply of food and water?

Question 14

Question 15, question 16.

Is it more important to have a strong military or universal healthcare? Why or why not?

Question 17

Question 18, question 19, question 20, question 21.

If you could describe the color red to a blind person, how would you describe it? What about the color blue?

Question 22

Question 23, question 24.

Would you rather die by falling off a skyscraper or being buried in a landslide? Why?

Question 25

Question 26, question 27.

Is it better to have 1 million dollars in the bank or donate 10 million dollars to charity? Why or why not?

Question 28

Question 29, question 30, question 31, question 32, question 33, question 34, question 35, question 36, question 37.

If you had the chance to travel through time and change one historical event, what event would you change and why? How would you change it?

Question 38

Question 39, question 40.

If you had five minutes to defend the human race against an alien civilization who were going to destroy humanity, what would you say?

Question 41

Question 42, question 43, question 44.

Do someone’s actions impact their value as a person, such as serial killers?

Question 45

Question 46, question 47.

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Best critical thinking questions for high school students

Home » Questions » Best critical thinking questions for high school students

Developing critical thinking skills is essential for high school students as it equips them with the ability to analyze and evaluate information, solve problems, and make informed decisions. Critical thinking questions encourage students to think deeply, explore different perspectives, and challenge their own assumptions. These types of questions promote intellectual curiosity and foster a growth mindset. In this article, we have compiled a list of critical thinking questions specifically designed for high school students to encourage their analytical thinking abilities.

By asking critical thinking questions, high school students are encouraged to think beyond the surface level and delve into the underlying complexities of various subjects. These questions push students to evaluate evidence, consider different viewpoints, and develop their own informed opinions. Critical thinking questions also help students develop effective communication skills, as they learn to articulate their thoughts and reasoning clearly.

Engaging high school students in critical thinking activities not only enhances their academic performance but also equips them with essential life skills. These skills are valuable in various aspects of life, including problem-solving, decision-making, and effective communication. Now, let’s explore a variety of critical thinking questions that will challenge high school students to think critically and expand their intellectual horizons.

See these critical thinking questions for high school students

• What are the advantages and disadvantages of social media?
• How does the media influence public opinion?
• What are the ethical implications of genetic engineering?
• Should school uniforms be mandatory? Why or why not?
• What are the consequences of climate change?
• How does technology impact our daily lives?
• Is censorship ever justified?
• What are the potential benefits and risks of artificial intelligence?
• Should the voting age be lowered or raised?
• What are the effects of globalization on local cultures?
• Should the death penalty be abolished?
• How does socioeconomic status affect educational opportunities?
• What are the causes and consequences of income inequality?
• Should animal testing be banned?
• What are the implications of privacy in the digital age?
• How does media portrayals affect body image?
• What are the pros and cons of renewable energy sources?
• What role does art play in society?
• Should college education be free?
• What are the impacts of social media on mental health?
• How does culture influence our perception of beauty?
• What are the consequences of income inequality?
• Should standardized tests be the primary measure of student achievement?
• What are the implications of climate change on wildlife?
• How does the media influence body image?
• Should the government regulate the internet?
• What are the benefits and risks of nuclear power?
• Should genetically modified organisms (GMOs) be labeled?
• How does social media impact interpersonal relationships?
• What are the consequences of cyberbullying?
• Should the use of plastic bags be banned?
• What are the effects of fast-food consumption on health?
• How does advertising influence consumer behavior?
• Should the use of cell phones be allowed in schools?
• What are the implications of artificial intelligence in the job market?
• How does music influence our emotions?
• Should the government provide universal healthcare?
• What are the impacts of deforestation on the environment?
• How does social media affect political activism?
• Should the legal drinking age be lowered or raised?
• What are the consequences of bullying?
• How does cultural diversity contribute to society?
• Should athletes be allowed to use performance-enhancing drugs?
• What are the effects of income inequality on society?

Engaging high school students in critical thinking questions not only enhances their cognitive abilities but also helps them become well-rounded individuals capable of navigating complex issues. Encourage students to explore these questions, challenge their assumptions, and develop their own perspectives. By fostering critical thinking skills, we empower the future generation to become effective problem solvers and informed decision-makers.

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19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

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I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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85 Fun Critical Thinking Questions for Kids & Teens

Have you ever thought about using fun questions to practice critical thinking?

Students may need a little guidance to think their way through questions that lack straightforward answers.

But it is that process that is important!

How the Right Questions Encourage Critical Thinking

Every parent knows how natural it is for children to ask questions. 

It should be encouraged. After all, asking questions helps with critical thinking.

As they grow older, however, training them to answer questions can be equally beneficial.

Posing questions that encourage kids to analyze, compare, and evaluate information can help them develop their ability to think critically about tough topics in the future. 

Of course, critical thinking questions for kids need to be age-appropriate—even better if you can mix a little fun into it!

That’s what I hope to help you with today. I’ve organized the questions below into three different ages groups:

• Upper elementary
• Middle school
• High school 

Get a Question-Based Critical Thinking Exercise—Free!

Introduce critical thinking gently & easily with thought-provoking exercises.

Upper Elementary

Students in upper elementary grades can be reluctant to put themselves out there, especially with answers that seem weird. 

In some cases, such hesitancy is actually fear of differing from their peers (and a barrier to critical thinking ). 

But that’s exactly why it’s important to practice answering ambiguous questions. 

We want our children to stand firm for their beliefs—not cave to peer pressure. 

Additionally, students may feel uneasy about answering serious questions, uncertain of tackling “big” problems. 

However, with careful use of creative questions for kids, it’s possible to engage even the most reluctant children in this age group. 

The idea is to simply get them interested in the conversation and questions asked.

If you have an especially reserved student, try starting with the funny critical thinking questions. 

Humor is a natural icebreaker that can make critical thinking questions more lighthearted and enjoyable. 

Of course, most younger kids just like to be silly, so playing upon that can keep them active and engaged.

With that said, here are some great questions to get you started:

1. Someone gives you a penguin. You can’t sell it or give it away. What do you do with it?

2. What would it be like if people could fly?

3. If animals could talk, what question would you ask? 

4. If you were ice cream, what kind would you be and why?

5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?

6. What could you invent that would help your family? 

7. If you could stay up all night, what would you do?

8. What does the man on the moon do during the day?

9. What makes something weird or normal? 

10. Can you describe the tastes “salty” and “sweet” without using those words?

11. What does it feel like to ride a rollercoaster?

12. What makes a joke funny?

13. What two items would you take if you knew you would be stranded on an island and why?

14. Do you have a favorite way of laughing?

15. What noise makes you cringe and cover your ears? Why?

16. If you could be the parent for the day, what would you do?

17. If you could jump into your favorite movie and change the outcome, which one would you pick and why?

18. If you could be invisible for a day, what would you do?

19. What makes a day “perfect”?

20. If you owned a store, what kind of products would you sell?

21. If your parents were your age, would you be friends with them?

22. Would you still like your favorite food if it tasted the same as always, but now had an awful smell?

23. What would you do if you forgot to put your shoes on before leaving home?

24. Who would you be if you were a cartoon character?

25. How many hot dogs do you think you could eat in one sitting?

26. If you could breathe under water, what would you explore?

27. At what age do you think you stop being a kid?

28. If you had springs in your legs, what would you be able to do?

29. Can you describe the color blue to someone if they’re blind?

Middle School

At this point, students start to acquire more complex skills and are able to form their own conclusions based on the information they’re given. 

However, we can’t expect deep philosophical debates with 12 and 13 year olds. 

That said, as parent-teachers, we can certainly begin using more challenging questions to help them examine and rationalize their thought processes. 

Browse the fun critical thinking questions below for students in this age range. 

You might be surprised to see how receptive middle school kids can be to such thought-provoking (yet still fun) questions .

30. What would happen if it really did rain cats and dogs?

31. What does it mean to be lucky?

32. If you woke up in the middle of a dream, where would you be?

33. Is it ever okay to lie? Why or why not?

34. If you were solely responsible for creating laws, what one law would you make?

35. What makes a person a good friend?

36. What do you think is the most important skill you can take into adulthood?

37. If you had to give up lunch or dinner, which would you choose? Why?

38. How much money would you need to be considered rich?

39. If you knew you wouldn’t get caught, would you cheat on a test?

40. If you could live anywhere in the world, where would that be?

41. What is your greatest strength? How is that an asset?

42. If you had an opportunity to visit the International Space Station, would you do it?

43. Is it better to keep the peace or speak your mind?

44. Imagine yourself as your favorite animal. How would you spend your day?

45. Would you be friends with someone who didn’t have the same values as you?

46. How much screen time do you think is too much?

47. Can you describe your favorite color without naming it?

48. If you suddenly became blind, would you see things differently?

49. Would you ever go skydiving?

50. Describe the time you were the happiest in your life. Why did this make you happy?

51. If you had a million dollars, what would you do?

52. If you had to move to a new city, would you change how you present yourself to others?

53. What do you need to do in order to be famous?

54. If you could rewrite the ending of your favorite book or movie, what changes would you make?

55. How would you tackle a huge goal?

56. How would you sell ice to an eskimo in Alaska successfully?

57. What makes you unique?

High School

Critical thinking takes on an entirely different role once students reach high school. 

At this age, they have a greater sense of right and wrong (and what makes things so) as well as a better understanding of the world’s challenges.

Guiding teens to delve deeper and contemplate such things is an important part of developing their reasoning and critical thinking skills. 

Whether it’s fun questions about hypothetical superpowers or tough critical thinking questions about life, older teens typically have what it takes to think their way to a logical conclusion . 

Of course, use your discernment as you choose discussion topics, but here are some questions to help get you started:

58. How can you avoid [common problem] in the future?

59. Do you think it’s okay to take a life in order to save 5, 10, 20 or more people?

60. If you could go back and give your younger self advice, what would it be?

61. Is it better to give or receive a gift?

62. How important is it to be financially secure? Why?

63. If it was up to you, what one rule would you change in your family?

64. What would you do if a group of friends wanted to do something that you thought was a bad idea?

65. How do you know that something is a fact rather than an opinion?

66. What would it take to get you to change your mind?

67. What’s the most important thing in your life?

68. If money were of no concern, what job would you choose and why?

69. How do you know if you’re happy?

70. Do you think euthanasia is moral?

71. What is something you can do today that you weren’t able to do a year ago?

72. Is social media a good thing or not?

73. Is it right to keep animals in a zoo?

74. How does your attitude affect your abilities?

75. What would you do if you found out a friend was doing something dangerous?

76. If you could have any superpower, what would it be? Why?

77. What will life on Earth look like in 50 years?

78. Which is more important, ending world hunger or global warming?

79. Is it a good idea to lower the voting age to 16? Why or why not?

80. If the electrical power went out today, how would you cook if using wood wasn’t an option?

81. If you could magically transport yourself to any other place, where would that be and why?

82. When should teenagers be able to stay out all night?

83. Does the number zero actually exist?

84. What defines a generous person?

85. Does an influential person influence everyone?

Feel free to print out these fun critical thinking questions and incorporate them into your homeschool week!

will your children recognize truth?

About the author.

Jordan Mitchell

What is the Critical Thinking Test?

Critical thinking practice test, take a free practice critical thinking test, practice critical thinking test.

Updated November 16, 2023

The Critical Thinking Test is a comprehensive evaluation designed to assess individuals' cognitive capacities and analytical prowess.

This formal examination, often referred to as the critical thinking assessment, is a benchmark for those aiming to demonstrate their proficiency in discernment and problem-solving.

In addition, this evaluative tool meticulously gauges a range of skills, including logical reasoning, analytical thinking, and the ability to evaluate and synthesize information.

This article will embark on an exploration of the Critical Thinking Test, elucidating its intricacies and elucidating its paramount importance. We will dissect the essential skills it measures and clarify its significance in gauging one's intellectual aptitude.

We will examine examples of critical thinking questions, illuminating the challenging scenarios that candidates encounter prompting them to navigate the complexities of thought with finesse.

Before going ahead to take the critical thinking test, let's delve into the realm of preparation. This segment serves as a crucible for honing the skills assessed in the actual examination, offering candidates a chance to refine their analytical blades before facing the real challenge. Here are some skills that will help you with the critical thinking assessment: Logical Reasoning: The practice test meticulously evaluates your ability to deduce conclusions from given information, assess the validity of arguments, and recognize patterns in logic. Analytical Thinking: Prepare to dissect complex scenarios, identify key components, and synthesize information to draw insightful conclusions—a fundamental aspect of the critical thinking assessment. Problem-Solving Proficiency: Navigate through intricate problems that mirror real-world challenges, honing your capacity to approach issues systematically and derive effective solutions. What to Expect: The Critical Thinking Practice Test is crafted to mirror the format and complexity of the actual examination. Expect a series of scenarios, each accompanied by a set of questions that demand thoughtful analysis and logical deduction. These scenarios span diverse fields, from business and science to everyday scenarios, ensuring a comprehensive evaluation of your critical thinking skills. Examples of Critical Thinking Questions Scenario: In a business context, analyze the potential impacts of a proposed strategy on both short-term profitability and long-term sustainability. Question: What factors would you consider in determining the viability of the proposed strategy, and how might it affect the company's overall success? Scenario: Evaluate conflicting scientific studies on a pressing environmental issue.

Question: Identify the key methodologies and data points in each study. How would you reconcile the disparities to form an informed, unbiased conclusion?

Why Practice Matters

Engaging in the Critical Thinking Practice Test familiarizes you with the test format and cultivates a mindset geared towards agile and astute reasoning. This preparatory phase allows you to refine your cognitive toolkit, ensuring you approach the assessment with confidence and finesse.

We'll navigate through specific examples as we proceed, offering insights into effective strategies for tackling critical thinking questions. Prepare to embark on a journey of intellectual sharpening, where each practice question refines your analytical prowess for the challenges ahead.

This is a practice critical thinking test.

The test consists of three questions . 

After you have answered all the questions, you will be shown the correct answers and given full explanations.

Make sure you read and fully understand each question before answering. Work quickly, but don't rush. You cannot afford to make mistakes on a real test .

If you get a question wrong, make sure you find out why and learn how to answer this type of question in the future. 

Six friends are seated in a restaurant across a rectangular table. There are three chairs on each side. Adam and Dorky do not have anyone sitting to their right and Clyde and Benjamin do not have anyone sitting to their left. Adam and Benjamin are not sitting on the same side of the table.

If Ethan is not sitting next to Dorky, who is seated immediately to the left of Felix?

You might also be interested in these other PRT articles:

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• Feb 4, 2023

15 Thought-Provoking Questions for High School Students to Spark Critical Thinking

Thought-provoking questions are a great way to challenge and engage high school students. These types of questions encourage critical thinking, promote self-reflection, and spark meaningful conversations. Here are some thought-provoking questions for high school students:

What is the meaning of life?

What is the biggest challenge facing our generation?

How do we define success?

What is the most important thing you have learned in life so far?

If you could change one thing about the world, what would it be?

What role does technology play in our lives?

How do our experiences shape who we are?

How do we find balance in a fast-paced world?

What is the most valuable lesson you have learned from failure?

How do we determine right from wrong?

What do you believe is the key to happiness?

What is the purpose of education?

How do we create a better future for ourselves and future generations?

What does it mean to be a good leader?

What is the most important thing you want to achieve in your lifetime?

Encouraging students to think deeply about these questions can help them develop their own values and beliefs, and prepare them for the challenges of adulthood. Whether through class discussions, writing assignments, or one-on-one conversations, asking thought-provoking questions is a valuable tool for high school teachers and mentors.

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50 Questions To Help Students Think About What They Think

Using the right question at the right time can not evaluate understanding but can help students think about what they think.

What Are The Best Questions To Help Students Think About What They Think?

contributed by Lisa Chesser

Using the right questions creates powerful, sometimes multiple answers and discussions. Aristotle said that he asked questions in response to other people’s views, while Socrates focused on disciplined questioning to get to the truth of the matter.

Ultimately questions spark imagination, conjure emotion, and create more questions. The questions asked by a teacher or professor are sometimes more glaringly valuable than the information transferred to the students. Those questions spark a thought, which leads to a fiercely independent search for information.

If students are the ones gathering that information then they’re the ones learning it and student-driven learning cements lessons into the students’ minds making any lesson more powerful with this strategy. Even though the following list of questions is broken into Mathematics, Literature and Science and Social Science, it’s really just a set of philosophically challenging questions that should be applied to any learning environment.

The questions are unrestricted and open the mind up to unfettered thought, perfect for innovation and understanding. The sections begin with Mathematical Questions because for the purpose of this list they’re the most general and therefore the most useful.

See also our 28 Critical Thinking Question Stems For Classroom Use

Logical Questions

Within the realm of mathematics, there are certain types of questions that build up to those aha moments or topple barriers.  Those are the questions that change a learner forever. They change a person because finally, the answers can only be found within.

The addition of philosophical questioning to mathematics enhances critical thinking in every learner. Basic principles of understanding help create solid ground, but questions build powerful architecture with which structures tower over one another.

Reflection & Collaboration

1. What do you think about what was said?

2. How would you agree or disagree with this?

3. Are there any other similar answers you can think of with alternative routes?

4. Does anyone in this class want to add something to the solution?

5. How might you convince us that  your  way is the  best  way?

Self-Reflection

6. How did you determine this to be true?

7. Why didn’t you consider a different route to the problem?

8. Why does that answer make sense to you?

9. (in response to an answer):…what if I said that’s not true? Or only partly true?

10. Is there any way to show exactly what you mean by that?

11. Why do you think this works? Does it always? Why?

12. What evidence is there for and against this?

13. Is this provable? Knowable? By what standard?

14. What are the underlying assumptions of this?

15. What else do we have to accept as true if we accept this?

16. How might you show the differences and similarities?

17. What patterns might lead you to an alternative answer?

18. How many possibilities can you think of and why?

19. What are the parts of the whole? How do they relate?

Connections

20. How does this relate to daily occurrences?

21. Which ideas make the most sense and why?

22. Which problems feel familiar? Why?

23. How does this relate to current events?

24. What kinds of examples make this problem workable?

25. What other problems fit this style or example?

Literary Questions

Buried in every story lives a student’s own life. Anyone can relate to at least one character or dive into at least one plot twist. But, the more foreign a story, the more important the questions should be.

Students may resist the idea that they can relate to certain characters depending on their ethnicity or economic background, but deep, concentrated questions show students the story really isn’t that foreign at all and also help students think about deeper meanings.

The following questions could be applied to any story, no matter how long or short, difficult or easy. Vary them and add to them depending on how the discussion flows.

26. How did any of the characters or events remind you of yourself? Why?

27. How did the character’s actions affect you? Explain.

28. If you were this character, how would the story change?

29. What surprised or confused you about the characters or events? Explain.

30. Why do you think the author wrote from this character’s view?

31. What do you think the author is trying to accomplish?

32. How is the author thinking about the world?

33. How would the story change from another character’s view?

34. Why do you think this story could actually happen, or not?

35. How can this story teach us something about our lives?

36. How do you think the characters resolved the major conflict in the story?

37. How would you have resolved it?

38. How would you change the end of the story and why?

Science and Social Questions

Within the idea of the Scientific Method, the hypothesis stands as the ultimate question. But, there are so many more questions a scientist must ask in order to answer that one question.

The challenging questions, however, make this a universal process streaming into other subject matter and delving into deeper waters. Here are some questions to sink into and use across curriculum as well as within science itself.

39. What’s the purpose of this experiment or argument?

40. Would you elaborate on the purpose of this?

41. What issues or problems do you see here?

42. What evidence or data are given that help make this worthwhile?

43. What are some of the complexities we should consider?

44. What concepts help organize this data, these experiences?

45. How can you justify this information?

46. How can we verify or test that data?

47. What details can you add to make this information feel more complete?

48. Which set of data or information is most relevant or important?

49. How is all of this consistent or inconsistent?

50. How am I seeing or viewing this information? Objectively or subjectively? Should I then change my view?

A former Publications Specialist at Florida International University where she also received a bachelor’s degree in English, Lisa Chesser left the publishing field to pursue a career in education. In her first three years of teaching Language Arts, she won an Excellence in Teaching Award for helping students achieve 50 percent learning gains. Because she’s also a writer, an editor, and an artist by trade, students often take more interest in their learning environment because she teaches them the value of it in the workplace; metacognition

This post was first published on  openncolleges.edu.au ; image attribution flickr user nationalassemblyforwales; 50 Questions To Help Students Think About What They Think

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Critical Thinking Tests

• 228 questions

Critical thinking tests, sometimes known as critical reasoning tests, are often used by employers. They evaluate how a candidate makes logical deductions after scrutinising the evidence provided, while avoiding fallacies or non-factual opinions. Critical thinking tests can form part of an assessment day, or be used as a screening test before an interview.

What is a critical thinking test?

A critical thinking test assesses your ability to use a range of logical skills to evaluate given information and make a judgement. The test is presented in such a way that candidates are expected to quickly scrutinise the evidence presented and decide on the strength of the arguments.

Critical thinking tests show potential employers that you do not just accept data and can avoid subconscious bias and opinions – instead, you can find logical connections between ideas and find alternative interpretations.

This test is usually timed, so quick, clear, logical thinking will help candidates get the best marks. Critical thinking tests are designed to be challenging, and often used as part of the application process for upper-management-level roles.

What does critical thinking mean?

Critical thinking is the intellectual skill set that ensures you can process and consider information, challenge and analyse data, and then reach a conclusion that can be defended and justified.

In the most simple terms, critical reasoning skills will make sure that you are not simply accepting information at face value with little or no supporting evidence.

It also means that you are less likely to be swayed by ‘false news’ or opinions that cannot be backed with facts – which is important in high-level jobs that require logical thinking.

For more information about logical thinking, please see our article all about logical reasoning .

Which professions use critical thinking tests, and why?

Typically, critical thinking tests are taken as part of the application process for jobs that require advanced skills in judgement, analysis and decision making. The higher the position, the more likely that you will need to demonstrate reliable critical reasoning and good logic.

The legal sector is the main industry that uses critical thinking assessments – making decisions based on facts, without opinion and intuition, is vital in legal matters.

A candidate for a legal role needs to demonstrate their intellectual skills in problem-solving without pre-existing knowledge or subconscious bias – and the critical thinking test is a simple and effective way to screen candidates.

Another industry that uses critical thinking tests as part of the recruitment process is banking. In a similar way to the legal sector, those that work in banking are required to make decisions without allowing emotion, intuition or opinion to cloud coherent analysis and conclusions.

Critical thinking tests also sometimes comprise part of the recruitment assessment for graduate and management positions across numerous industries.

The format of the test: which skills are tested?

The test itself, no matter the publisher, is multiple choice.

As a rule, the questions present a paragraph of information for a scenario that may include numerical data. There will then be a statement and a number of possible answers.

The critical thinking test is timed, so decisions need to be made quickly and accurately; in most tests there is a little less than a minute for each question. Having experience of the test structure and what each question is looking for will make the experience smoother for you.

There are typically five separate sections in a critical thinking test, and each section may have multiple questions.

Inference questions assess your ability to judge whether a statement is true, false, or impossible to determine based on the given data and scenario. You usually have five possible answers: absolutely true, absolutely false, possibly true, possibly false, or not possible to determine.

Assumptions

In this section, you are being assessed on your ability to avoid taking things for granted. Each question gives a scenario including data, and you need to evaluate whether there are any assumptions present.

Here you are given a scenario and a number of deductions that may be applicable. You need to assess the given deductions to see which is the logical conclusion – does it follow?

Interpretation

In the interpretation stage, you need to read and analyse a paragraph of information, then interpret a set of possible conclusions, to see which one is correct. You are looking for the conclusion that follows beyond reasonable doubt.

Evaluation of Arguments

In this section, you are given a scenario and a set of arguments that can be for or against. You need to determine which are strong arguments and which are weak, in terms of the information that you have. This decision is made based on the way they address the scenario and how relevant they are to the content.

How best to prepare for a critical thinking test

The best way to prepare for any type of aptitude test is to practice, and critical thinking tests are no different.

Taking practice tests, as mentioned above, will give you confidence as it makes you better understand the structure, layout and timing of the real tests, so you can concentrate on the actual scenarios and questions.

Practice tests should be timed. This will help you get used to working through the scenarios and assessing the conclusions under time constraints – which is a good way to make sure that you perform quickly as well as accurately.

In some thinking skills assessments , a timer will be built in, but you might need to time yourself.

Consistent practice will also enable you to pinpoint any areas of the critical thinking test that require improvement. Our tests offer explanations for each answer, similar to the examples provided above.

Publishers of critical thinking tests

The watson glaser critical thinking test.

The Watson-Glaser Critical Thinking Appraisal (W-GCTA) is the most popular and widely used critical thinking test. This test has been in development for 85 years and is published by TalentLens .

The W-GCTA is seen as a successful tool for assessing cognitive abilities, allowing recruiting managers to predict job success, find good managers and identify future leaders. It is available in multiple languages including English, French and Spanish.

The test itself can be used as part of an assessment day or as a screening assessment before an interview. It consists of 40 questions on the 5 sections mentioned above, and is timed at 30 minutes. Click here for more information on Watson Glaser tests .

SHL critical reasoning test

SHL is a major aptitude test publisher, which offers critical thinking as part of its testing battery for pre-employment checks.

SHL tests cover all kinds of behavioural and aptitude tests, from logic to inference, verbal to numerical – and with a number of test batteries available online, they are one of the most popular choices for recruiters.

Cornell critical thinking test

The Cornell critical thinking test was made to test students and first developed in 1985. It is an American system that helps teachers, parents and administrators to confidently predict future performance for college admission, gifted and advanced placement programs, and even career success.

Prepare yourself for leading employers

5 Example critical thinking practice questions with answers

In this section, you need to deduce whether the inferred statement is true, false or impossible to deduce.

The UK Government has published data that shows 82% of people under the age of 30 are not homeowners. A charity that helps homeless people has published data that shows 48% of people that are considered homeless are under 30.

The lack of affordable housing on the sales market is the reason so many under-30s are homeless.

• Definitely True
• Probably True
• Impossible to Deduce
• Probably False
• Definitely False

The information given does not infer the conclusion given, so it is impossible to deduce if the inference is correct – there is just not enough information to judge the inference as correct.

The removal of the five-substitution rule in British football will benefit clubs with a smaller roster.

Clubs with more money would prefer the five-substitute rule to continue.

• Assumption Made

Assumption Not Made

This is an example of a fallacy that could cause confusion for a candidate – it encourages you to bring in any pre-existing knowledge of football clubs.

It would be easy to assume the assumption has been made when you consider that the more money a club has, the more players they should have on the roster. However, the statement does not make the assumption that the clubs with more money would prefer to continue with the five-substitute rule.

All boys love football. Football is a sport, therefore:

• All boys love all sports
• Girls do not love football
• Boys are more likely to choose to play football than any other sport

In this section we are looking for the conclusion that follows the logic of the statement. In this example, we cannot deduce that girls do not love football, because there is not enough information to support that.

In the same way the conclusion that all boys love all sports does not follow – we are not given enough information to make that assumption. So, the conclusion that follows is 3: boys are more likely to choose football than any other sport because all boys like football.

The British Museum has a range of artefacts on display, including the largest privately owned collection of WWII weaponry.

There is a larger privately owned collection of WWII weaponry in the USA.

• Conclusion Follows

Conclusion Does Not Follow

The fact that the collection is in the British Museum does not make a difference to the fact it is the largest private collection – so there cannot be a larger collection elsewhere.

The Department for Education should lower standards in examinations to make it fairer for less able students.

• Yes – top grades are too hard for lower-income students
• No – less fortunate students are not capable of higher standards
• Yes – making the standards lower will benefit all students
• No – private school students will suffer if grade standards are lower
• The strongest argument is the right answer, not the one that you might personally believe.

In this case, we need to assess which argument is most relevant to the statement. Both 1 and 4 refer to students in particular situations, which isn’t relevant to the statement. The same can be said about 2, so the strongest argument is 3, since it is relevant and addresses the statement given.

Sample Critical Thinking Tests question Test your knowledge!

What implication can be drawn from the information in the passage?

A company’s internal audit revealed that departments with access to advanced analytics tools reported higher levels of strategic decision-making. These departments also showed a higher rate of reaching their quarterly objectives.

• Strategic decision-making has no link to the achievement of quarterly objectives.
• Access to advanced analytics does not influence a department's ability to make strategic decisions.
• Advanced analytics tools are the sole reason for departments reaching their quarterly objectives.
• Departments without access to advanced analytics tools are unable to make strategic decisions.
• Advanced analytics tools may facilitate better strategic decision-making, which can lead to the achievement of objectives.

After reading the passage below, what conclusion is best supported by the information provided?

• Job satisfaction increases when employees start their day earlier.
• Starting early may lead to more efficient task completion and less job-related stress.
• Workers who start their day later are more efficient at completing tasks.
• There is a direct correlation between job satisfaction and starting work early.
• The study concludes that job-related stress is unaffected by the start time of the workday.

Based on the passage below, which of the following assumptions is implicit?

• Inter-departmental cooperation is the sole factor influencing project completion rates.
• The increase in project completion rates is due entirely to the specialized team-building module.
• Team-building exercises have no effect on inter-departmental cooperation.
• The specialized team-building module may contribute to improvements in inter-departmental cooperation.
• Departments that have not undergone the training will experience a decrease in project completion rates.

What is the flaw in the argument presented in the passage below?

• The assumption that a casual dress code is suitable for all company types.
• High-tech companies have a casual dress code to increase employee productivity specifically.
• The argument correctly suggests that a casual dress code will increase employee morale in every company.
• Morale and productivity cannot be affected by a company's dress code.
• A casual dress code is more important than other factors in determining a company's success.

Which statement is an inference that can be drawn from the passage below?

• Telecommuting employees are less productive than on-site workers.
• The reduction in operational costs is directly caused by the increase in telecommuting employees.
• Telecommuting may have contributed to the decrease in operational costs.
• Operational costs are unaffected by employee work locations.
• The number of telecommuting employees has no impact on operational costs.

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Critical Thinking Tests Tips

The most important factor in your success will be practice. If you have taken some practice tests, not only will you start to recognise the way questions are worded and become familiar with what each question is looking for, you will also be able to find out whether there are any parts that you need extra practice with.

It is important to find out which test you will be taking, as some generic critical thinking practice tests might not help if you are taking specific publisher tests (see the section below).

2 Fact vs fallacy

Practice questions can also help you recognise the difference between fact and fallacy in the test. A fallacy is simply an error or something misleading in the scenario paragraph that encourages you to choose an invalid argument. This might be a presumption or a misconception, but if it isn’t spotted it can make finding the right answer impossible.

3 Ignore what you already know

There is no need for pre-existing knowledge to be brought into the test, so no research is needed. In fact, it is important that you ignore any subconscious bias when you are considering the questions – you need logic and facts to get the correct answer, not intuition or instinct.

4 Read everything carefully

Read all the given information thoroughly. This might sound straightforward, but knowing that the test is timed can encourage candidates to skip content and risk misunderstanding the content or miss crucial details.

During the test itself, you will receive instructions that will help you to understand what is being asked of you on each section. There is likely to be an example question and answer, so ensure you take the time to read them fully.

5 Stay aware of the time you've taken

This test is usually timed, so don’t spend too long on a question. If you feel it is going to take too much time, leave it and come back to it at the end (if you have time). Critical thinking tests are complex by design, so they do have quite generous time limits.

For further advice, check out our full set of tips for critical thinking tests .

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Critical Thinking Tests FAQs

What are the basics of critical thinking.

In essence, critical thinking is the intellectual process of considering information on its merits, and reaching an analysis or conclusion from that information that can be defended and rationalised with evidence.

How do you know if you have good critical thinking skills?

You are likely to be someone with good critical thinking skills if you can build winning arguments; pick holes in someone’s theory if it’s inconsistent with known facts; reflect on the biases inherent in your own experiences and assumptions; and look at problems using a systematic methodology.

Reviews of our Watson Glaser tests

What our customers say about our Watson Glaser tests

Jozef Bailey

United Kingdom

April 05, 2022

Doesn't cover all aspects of Watson-Glaser tests but useful

The WGCTA uses more categories to assess critical thinking, but this was useful for the inference section.

April 01, 2022

Just practicing for an interview

Good information and liked that it had a countdown clock, to give you that real feel in the test situation.

Jerico Kadhir

March 31, 2022

Aptitude test

It was OK, I didn't understand personally whether or not the "cannot say" option was acceptable or not in a lot of the questions, as it may have been a trick option.

Salvarina Viknesuari

March 15, 2022

I like the test because the platform is simple and engaging while the test itself is different than most of the Watson Glaser tests I've taken.

Alexis Sheridan

March 02, 2022

Some of the ratios were harder than I thought!

I like how clear the design and layout is - makes things very easy (even if the content itself is not!)

Cyril Lekgetho

February 17, 2022

Mental arithmetic

I enjoyed the fact that there were multiple questions pertaining to one passage of information, rather than multiple passages. However I would've appreciated a more varied question type.

Madupoju Manish

February 16, 2022

Analytics are the best questions

I like the test because of its time schedule. The way the questions are prepared makes it easy to crack the original test.

Chelsea Franklin

February 02, 2022

Interesting

I haven't done something like this for ages. Very good for the brain - although I certainly experienced some fog whilst doing it.

[email protected]

January 04, 2022

Population/exchange rates were the hardest

Great test as it felt a bit time pressured. Very different types of questions in terms of difficulty.

faezeh tavakoli

January 02, 2022

More attention to detail + be more time conscious

It was asking about daily stuff we all deal with, but as an assessment it's scrutinising how we approach these problems.

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15 Questions that Teachers and Parents Can Ask Kids to Encourage Critical Thinking

By Maureen Leming

Each student walks across the graduation stage, diploma in one hand and a proverbial toolbox in the other. Inside the box is every skill and piece of knowledge they've learned throughout their childhood. The contents of this toolbox will be their building blocks to success beyond high school.

In addition to impressive classroom discoveries — like producing electricity from potatoes or building their own paper mache volcano — there's a vital skill every student should possess: critical thinking. They'll use this skill to assess, critique, and create, propelling them to thrive in the real world as they participate in engaging conversations and offer constructive solutions to real-world issues.

Fortunately, this valuable skill can be developed both inside and out of the classroom. Teachers and parents can encourage kids to think deeply and critically about the world by asking good questions. We'll explore why, as parents and teachers, the questions we ask our kids matter — and what we can be asking to help them excel.

How Questions Guide Young Students’ Critical Thinking 

Critical thinking is about so much more than simply knowing the facts. Thinking critically involves applying reason and logic to assess arguments and come to your own conclusions. Instead of reciting facts or giving a textbook answer, critical thinking skills encourage students to move beyond knowing information and get to the heart of what they really think and believe. 

15 Questions to Encourage Critical Thinking

What is one of the best ways to encourage critical thinking? By asking excellent questions! 

We have compiled a list of 15 questions that you, as a teacher or parent, can ask to encourage kids to think outside the box. Let's dive in.

1. How Do You Know This? 

Whether it was by word of mouth, classroom knowledge, or a news report, this question prompts students to consider whether their source of information is reputable.

2. How Would Your Perspective Be Different If You Were on the Opposing Side?

This question encourages kids to role-play from an opposing person’s viewpoint and discover a perspective outside their own so that they can better understand the broader situation. Extracurriculars like debate class — mandatory for all Hun middle school students — is a powerful way to accomplish this goal, as students must thoughtfully anticipate their opposition's arguments in order to counter them.

3. How Would You Solve This Problem?

Finding creative solutions to common problems is a valuable life skill. This question is the perfect opportunity to encourage young minds to wander!

4. Do You Agree or Disagree — and Why?

Choosing a side in any debate challenges students to consider both perspectives, weigh the arguments, and make an informed choice. 

5. Why? Why? Why?

Just like when you were a young kid, ask why repeatedly to push students beyond a simple first, second, or even third answer, to get to the real depth. Be careful, though, not to ask them to the point of frustration — you want learning and exploring to be a positive experience.

6. How Could We Avoid This Problem in the Future?

Ask students to apply critical thinking by analyzing how they could prevent a certain issue from reoccurring.

7. Why Does It Matter?

Whether they're learning about a historical event or a mathematical concept, it's important to understand why the topic is relevant today.

8. What's Another Way to Look at This Issue?

It can be easy to learn one worldview and automatically believe it is the only, or the best, way. Challenging kids to think of a creative alternate perspective encourages them to think more broadly.

9. Can You Give Me an Example?

Inventing an example, or pulling from experience to share a real one, is an excellent way to apply critical thinking skills.

10. How Could It Have Ended Differently?

It takes some innovation and careful analysis to storyboard a different ending, considering "what could have been" rather than "what is." 

11. When Will We Be Able to Tell If It Worked?

Kids will be pushed to consider what constitutes success and how it can be measured in scenarios where the results aren't set in stone.

12. Why did you ask that question?

Instead of answering a question at face value, this question encourages kids to think about what the merits of the question may be.

13. Who Would Be Affected by This?

Students as the next generation of leaders and game-changers. When making any decision, it's important to consider who will be impacted and how.

14. What Can This Story Teach Us About Our Own Lives?

From literature to social studies, students interact with all kinds of different stories. Help them take these narratives one step further by examining how it relates to their lives.

15. Why Is This a Problem?

Analyzing why something is a problem — rather than just accepting that it is — will help students develop strong problem-solving skills of their own.

The Hun School of Princeton Teaches Critical Thinking

At the Hun School of Princeton, our teachers ask these questions, and more, in combination with our student-centered learning approach that helps kids of all ages think critically about what they’re learning. 

As a premier private school in Princeton, NJ , we aim to help students think deeply and develop well-rounded skill sets through immersive, problem-based learning . 

Schedule a tour today to see our program in action!

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Educationise

11 Activities That Promote Critical Thinking In The Class

Ignite your child’s curiosity with our exclusive “Learning Adventures Activity Workbook for Kids” a perfect blend of education and adventure!

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world.

Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

52 Critical Thinking Flashcards for Problem Solving

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

More Articles from Educationise

• 10 Innovative Strategies for Promoting Critical Thinking in the Classroom
• How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples
• 9 Must-Have AI Tools for Teachers to Create Interactive Learning Materials
• The Future of Education: 8 Predictions for the Next Decade
• The Latest in EdTech: 5 Innovative Tools and Technologies for the Classroom
• 8 Free Math Problem Solving Websites and Applications

Importance of Acquiring Critical Thinking Skills

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth. Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy.

Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students.

The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Incorporating critical thinking lessons into the curriculum equips students with the tools they need to navigate the complexities of the modern world, fostering a mindset that is adaptable, inquisitive, and capable of discerning truth from misinformation.

Benefits of Critical Thinking for Students

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the classroom is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

• It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
• Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
• The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
• Critical thinking skills make the students curious about things around them
• A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

• Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
• The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
• The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
• Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 critical thinking activities for students that will facilitate you to promote critical thinking abilities in the students. By incorporating these activities, educators can introduce real-world examples of critical thinking in the classroom, empowering students to apply these skills in everyday situations.

We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources.

The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

This critical thinking activity not only pushes students to devise innovative solutions in challenging scenarios but also strengthens their teamwork, communication, and problem-solving abilities, making it an engaging and educational experience.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc.

Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

Incorporating critical thinking games like this into your classroom not only promotes teamwork and creativity but also challenges students to think outside the box as they work together to build their structures.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

This engaging exercise is one of the most effective critical thinking activities for kids, as it encourages them to use their creativity and problem-solving skills while working together to construct innovative structures with limited resources.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper.

After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

Incorporating critical thinking activities for high school students, like silent reflection and group brainstorming, encourages deep thought and collaboration, making it an effective strategy for engaging both introverted and extroverted learners.

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

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4 thoughts on “ 11 Activities That Promote Critical Thinking In The Class ”

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Thanks for the great article! Especially with the post-pandemic learning gap, these critical thinking skills are essential! It’s also important to teach them a growth mindset. If you are interested in that, please check out The Teachers’ Blog!

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Critical Thinking test

By 123test team . Updated May 12, 2023

Critical Thinking test reviews

This Critical Thinking test measures your ability to think critically and draw logical conclusions based on written information. Critical Thinking tests are often used in job assessments in the legal sector to assess a candidate's  analytical critical  thinking skills. A well known example of a critical thinking test is the Watson-Glaser Critical Thinking Appraisal .

Need more practice?

Score higher on your critical thinking test.

The test comprises of the following five sections with a total of 10 questions:

• Analysing Arguments
• Assumptions
• Interpreting Information

Instructions Critical Thinking test

Each question presents one or more paragraphs of text and a question about the information in the text. It's your job to figure out which of the options is the correct answer.

Below is a statement that is followed by an argument. You should consider this argument to be true. It is then up to you to determine whether the argument is strong or weak. Do not let your personal opinion about the statement play a role in your evaluation of the argument.

Statement: It would be good if people would eat vegetarian more often. Argument: No, because dairy also requires animals to be kept that will have to be eaten again later.

Is this a strong or weak argument?

Strong argument Weak argument

Statement: Germany should no longer use the euro as its currency Argument: No, because that means that the 10 billion Deutschmark that the introduction of the euro has cost is money thrown away.

Overfishing is the phenomenon that too much fish is caught in a certain area, which leads to the disappearance of the fish species in that area. This trend can only be reversed by means of catch reduction measures. These must therefore be introduced and enforced.

Assumption: The disappearance of fish species in areas of the oceans is undesirable.

Is the assumption made from the text?

Assumption is made Assumption is not made

As a company, we strive for satisfied customers. That's why from now on we're going to keep track of how quickly our help desk employees pick up the phone. Our goal is for that phone to ring for a maximum of 20 seconds.

Assumption: The company has tools or ways to measure how quickly help desk employees pick up the phone.

• All reptiles lay eggs
• All reptiles are vertebrates
• All snakes are reptiles
• All vertebrates have brains
• Some reptiles hatch their eggs themselves
• Most reptiles have two lungs
• Many snakes only have one lung
• Cobras are poisonous snakes
• All reptiles are animals

Conclusion: Some snakes hatch their eggs themselves.

Does the conclusion follow the statements?

Conclusion follows Conclusion does not follow

(Continue with the statements from question 5.)

Conclusion: Some animals that lay eggs only have one lung.

In the famous 1971 Stanford experiment, 24 normal, healthy male students were randomly assigned as 'guards' (12) or 'prisoners' (12). The guards were given a uniform and instructed to keep order, but not to use force. The prisoners were given prison uniforms. Soon after the start of the experiment, the guards made up all kinds of sentences for the prisoners. Insurgents were shot down with a fire extinguisher and public undressing or solitary confinement was also a punishment. The aggression of the guards became stronger as the experiment progressed. At one point, the abuses took place at night, because the guards thought that the researchers were not watching. It turned out that some guards also had fun treating the prisoners very cruelly. For example, prisoners got a bag over their heads and were chained to their ankles. Originally, the experiment would last 14 days. However, after six days the experiment was stopped.

The students who took part in the research did not expect to react the way they did in such a situation.

To what extent is this conclusion true, based on the given text?

True Probably true More information required Probably false False

(Continue with the text from 'Stanford experiment' in question 7.)

The results of the experiment support the claim that every young man (or at least some young men) is capable of turning into a sadist fairly quickly.

• A flag is a tribute to the nation and should therefore not be hung outside at night. Hoisting the flag therefore happens at sunrise, bringing it down at sunset. Only when a country flag is illuminated by spotlights on both sides, it may remain hanging after sunset. There is a simple rule of thumb for the time of bringing down the flag. This is the moment when there is no longer any visible difference between the individual colors of the flag.
• A flag may not touch the ground.
• On the Dutch flag, unless entitled to do so, no decorations or other additions should be made. Also the use of a flag purely for decoration should be avoided. However, flag cloth may be used for decoration - for example in the form of drapes.
• The orange pennant is only used on birthdays of members of the Royal House and on King's Day. The orange pennant should be as long or slightly longer than the diagonal of the flag.

Conclusion: One can assume that no Dutch flag will fly at government buildings at night, unless it is illuminated by spotlights on both sides.

Does the conclusion follow, based on the given text?

(Continue with the text from 'Dutch flag protocol' in question 9.)

Conclusion: If the protocol is followed, the orange pennant will always be longer than the horizontal bands/stripes of the flag.

Please answer the questions below. Not all questions are required but it will help us improve this test.

My educational level is

-- please select -- primary school high school college university PhD other

• Grades 6-12
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70 Higher-Order Thinking Questions To Challenge Your Students (Free Printable)

Plus 45 lower-order thinking questions too.

Want to help your students make strong connections with subject material? Ensure you’re using all six levels of cognitive thinking. This means asking lower-order thinking questions as well as higher-order thinking questions. Learn more about them here, and find plenty of examples for each.

Plus get a printable sheet featuring all the higher-order and lower-order thinking questions featured below.

Lower-Order Thinking Skills Questions

Higher-order thinking skills questions, what are lower-order and higher-order thinking questions.

Bloom’s Taxonomy is a way of classifying cognitive thinking skills. The six main categories—remember, understand, apply, analyze, evaluate, create—are broken into lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). LOTS includes remember, understand, and apply. HOTS covers analyze, evaluate, and create.

While both LOTS and HOTS have value, higher-order thinking questions urge students to develop deeper connections with information. They also encourage kids to think critically and develop problem-solving skills. That’s why teachers like to emphasize them in the classroom.

New to higher-order thinking? Learn all about it here. Then use these lower-order and higher-order thinking questions to inspire your students to examine subject material on a variety of levels.

Remember (LOTS)

• Who are the main characters?
• When did the event take place?
• What is the setting of the story?

• Where would you find _________?
• How do you __________?
• What is __________?
• How do you define _________?
• How do you spell ________?
• What are the characteristics of _______?
• List the _________ in proper order.
• Name all the ____________.
• Describe the __________.
• Who was involved in the event or situation?

• How many _________ are there?
• What happened first? Next? Last?

Understand (LOTS)

• Can you explain why ___________?
• What is the difference between _________ and __________?
• How would you rephrase __________?
• What is the main idea?
• Why did the character/person ____________?

• What’s happening in this illustration?
• Retell the story in your own words.
• Describe an event from start to finish.
• What is the climax of the story?
• Who are the protagonists and antagonists?

• What does ___________ mean?
• What is the relationship between __________ and ___________?
• Provide more information about ____________.
• Why does __________ equal ___________?
• Explain why _________ causes __________.

Apply (LOTS)

• How do you solve ___________?
• What method can you use to __________?
• What methods or approaches won’t work?

• Provide examples of _____________.
• How can you demonstrate your ability to __________.
• How would you use ___________?
• Use what you know to __________.
• How many ways are there to solve this problem?
• What can you learn from ___________?
• How can you use ________ in daily life?
• Provide facts to prove that __________.
• Organize the information to show __________.

• How would this person/character react if ________?
• Predict what would happen if __________.
• How would you find out _________?

Analyze (HOTS)

• What facts does the author offer to support their opinion?
• What are some problems with the author’s point of view?
• How does the author use symbolism in this text?
• What common features do these characters share?
• How does the setting affect the characters and plot?
• What was a character’s motivation for a specific action?

• Compare and contrast two main characters or points of view.
• Discuss the pros and cons of _________.
• How would you classify or sort ___________?
• What are the advantages and disadvantages of _______?
• How is _______ connected to __________?
• What caused __________?
• What are the effects of ___________?
• How would you prioritize these facts or tasks?
• How do you explain _______?
• What patterns can you identify in the data, and what might they mean?
• Which method of solving this equation is most efficient?
• Using the information in a chart/graph, what conclusions can you draw?
• What does the data show or fail to show?
• What is the theme of _________?
• Why do you think _______?
• What is the purpose of _________?
• What was the turning point?

Evaluate (HOTS)

• Is _________ better or worse than _________?
• What are the best parts of __________?
• How will you know if __________ is successful?
• Are the stated facts proven by evidence?
• What are the potential drawbacks?
• Was ______________ justified in their actions and choices?
• How does historical context affect your view of the person’s actions?
• Is the source reliable?

• What makes a point of view valid?
• Are any perspectives or points of view missing?
• Did the character/person make a good decision? Why or why not?
• Which _______ is the best and why?
• What biases can you identify in this text?
• How effective are/were the laws or policies in achieving their goals?
• What are the biases or assumptions in an argument?
• What is the value of _________?
• Is _________ morally or ethically acceptable?
• Does __________ apply to all people equally?
• How can you disprove __________?
• Does __________ meet the specified criteria?

• What could be improved about _________?
• Do you agree with ___________?
• Does the conclusion include all pertinent data?
• Does ________ really mean ___________?

Create (HOTS)

• How can you verify ____________?
• Design an experiment to __________.
• Defend your opinion on ___________.
• How can you solve this problem?
• Create a new character for the story, then describe their background and impact.
• How would you turn this story into a movie? What changes would you make to the plot and why?
• Rewrite a story with a better ending.

• How can you persuade someone to __________?
• Make a plan to complete a task or project.
• How would you improve __________?
• What changes would you make to ___________ and why?
• How would you teach someone to _________?
• What would happen if _________?
• What alternative can you suggest for _________?
• Write a new policy to solve a societal problem.
• How would you handle an emergency situation like ____________?
• What solutions do you recommend?
• How would you do things differently?

• What are the next steps?
• How can you improve the efficiency of this process?
• What factors would need to change in order for __________?
• Invent a _________ to __________.
• What is your theory about __________?

Get your free printable with higher-order and lower-order thinking skills questions

Just enter your email address on the form on this landing page to grab a copy of our printable sheet featuring all of the higher-order and lower-order thinking questions featured above. It’s perfect to keep on hand for use during lesson planning and instruction.

What are your favorite higher-order thinking questions? Come share in the We Are Teachers HELPLINE group on Facebook.

Plus, 100+ critical thinking questions for students to ask about anything ., you might also like.

What Is Higher-Order Thinking and How Do I Teach It?

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Consequential Validity: Using Assessment to Drive Instruction

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Critical Thinking Testing and Assessment

The purpose of assessment in instruction is improvement. The purpose of assessing instruction for critical thinking is improving the teaching of discipline-based thinking (historical, biological, sociological, mathematical, etc.) It is to improve students’ abilities to think their way through content using disciplined skill in reasoning. The more particular we can be about what we want students to learn about critical thinking, the better we can devise instruction with that particular end in view.

The Foundation for Critical Thinking offers assessment instruments which share in the same general goal: to enable educators to gather evidence relevant to determining the extent to which instruction is teaching students to think critically (in the process of learning content). To this end, the Fellows of the Foundation recommend:

that academic institutions and units establish an oversight committee for critical thinking, and

that this oversight committee utilizes a combination of assessment instruments (the more the better) to generate incentives for faculty, by providing them with as much evidence as feasible of the actual state of instruction for critical thinking.

The following instruments are available to generate evidence relevant to critical thinking teaching and learning:

Course Evaluation Form : Provides evidence of whether, and to what extent, students perceive faculty as fostering critical thinking in instruction (course by course). Machine-scoreable.

Online Critical Thinking Basic Concepts Test : Provides evidence of whether, and to what extent, students understand the fundamental concepts embedded in critical thinking (and hence tests student readiness to think critically). Machine-scoreable.

Critical Thinking Reading and Writing Test : Provides evidence of whether, and to what extent, students can read closely and write substantively (and hence tests students' abilities to read and write critically). Short-answer.

International Critical Thinking Essay Test : Provides evidence of whether, and to what extent, students are able to analyze and assess excerpts from textbooks or professional writing. Short-answer.

Commission Study Protocol for Interviewing Faculty Regarding Critical Thinking : Provides evidence of whether, and to what extent, critical thinking is being taught at a college or university. Can be adapted for high school. Based on the California Commission Study . Short-answer.

Protocol for Interviewing Faculty Regarding Critical Thinking : Provides evidence of whether, and to what extent, critical thinking is being taught at a college or university. Can be adapted for high school. Short-answer.

Protocol for Interviewing Students Regarding Critical Thinking : Provides evidence of whether, and to what extent, students are learning to think critically at a college or university. Can be adapted for high school). Short-answer. 

Criteria for Critical Thinking Assignments : Can be used by faculty in designing classroom assignments, or by administrators in assessing the extent to which faculty are fostering critical thinking.

Rubrics for Assessing Student Reasoning Abilities : A useful tool in assessing the extent to which students are reasoning well through course content.  

All of the above assessment instruments can be used as part of pre- and post-assessment strategies to gauge development over various time periods.

Consequential Validity

All of the above assessment instruments, when used appropriately and graded accurately, should lead to a high degree of consequential validity. In other words, the use of the instruments should cause teachers to teach in such a way as to foster critical thinking in their various subjects. In this light, for students to perform well on the various instruments, teachers will need to design instruction so that students can perform well on them. Students cannot become skilled in critical thinking without learning (first) the concepts and principles that underlie critical thinking and (second) applying them in a variety of forms of thinking: historical thinking, sociological thinking, biological thinking, etc. Students cannot become skilled in analyzing and assessing reasoning without practicing it. However, when they have routine practice in paraphrasing, summariz­ing, analyzing, and assessing, they will develop skills of mind requisite to the art of thinking well within any subject or discipline, not to mention thinking well within the various domains of human life.

For full copies of this and many other critical thinking articles, books, videos, and more, join us at the Center for Critical Thinking Community Online - the world's leading online community dedicated to critical thinking!   Also featuring interactive learning activities, study groups, and even a social media component, this learning platform will change your conception of intellectual development.

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Critical Thinking Test: Sample Questions with Explanations (2024)

Employers value and seek candidates who demonstrate advanced critical thinking skills. They often administer critical thinking tests as part of their hiring process. Critical thinking tests can be very difficult for those who don’t prepare. A great way to start practicing is by taking our critical thinking free practice test.

What Does The Critical Thinking Test Include?

The Critical Thinking Test assesses your capacity to think critically and form logical conclusions when given written information. Critical thinking tests are generally used in job recruitment processes, in the legal sector. These tests measure the analytical critical thinking abilities of a candidate.

Why Is Critical Thinking Useful?

Critical thinking is put into action in various stages of decision-making and problem-solving tasks:

• Identify the problem
• Choose suitable information to find the solution
• Identify the assumptions that are implied and written in the text
• Form hypotheses and choose the most suitable and credible answers
• Form well-founded conclusions and determine the soundness of inferences

What is Watson Glaser Test and what Critical Thinking Skills it Measures?

The most common type of critical thinking test is the Watson-Glaser Critical Thinking Appraisal (W-GCTA). Typically used by legal and financial organizations, as well as management businesses, a Watson Glaser test is created to assess candidates’ critical thinking skills.

The test consists of 10 questions to be answered in 10 minutes approx (although there is no timer on the test itself). Our test is slightly harder than the real thing, to make it sufficiently challenging practice.

You need to get 70% correct to pass the test. Don’t forget to first check out the test techniques section further down this page beforehand.

Questions          25

Pass percentage          70%.

The test is broken down into five central areas:

• Assumptions
• Interpretation

Critical Thinking Course

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The Five Critical Thinking Skills Explained

1. recognition of assumption.

You’ll be presented with a statement. The statement is then followed by several proposed assumptions. When answering, you must work out if an assumption was made or if an assumption was not made in the statement. An assumption is a proclamation that an individual takes for granted. This section of the tests measures your ability to withhold from forming assumptions about things that are not necessarily correct.

• 1: Assumption Made
• 2: Assumption Not Made

Although the passage does state that Charlie’s fundraising team is doing its best so that the charity event can meet its goal, nowhere did it state that their team is leading the event.

2. Evaluation of Arguments

You will be presented with an argument. You will then be asked to decide whether the argument is strong or weak. An argument is considered strong if it directly connects to the statement provided, and is believed to be significant.

No, participation awards should not be given in every competition because studies have shown that this would cause the participants to put in less effort because they will get a prize no matter what the outcome is.

• 1: Strong Argument
• 2: Weak Argument

This is a strong argument as it provides evidence as to why participation awards should not be given in every competition

3. Deductions

In deduction questions, you will need to form conclusions based solely on the information provided in the question and not based on your knowledge. You will be given a small passage of information and you will need to evaluate a list of deductions made based on that passage. If the conclusion cannot be formed for the information provided, then the conclusion does not follow. The answer must be entirely founded on the statements made and not on conclusions drawn from your knowledge.

In a surprise party for Donna, Edna arrived after Felix and Gary did. Kelly arrived before Felix and Gary did.

• 1: Conclusion Follows
• 2: Conclusion Does not Follow

For questions like this, jot down the clues to help you out. Use initials as a quick reference.

K | F&G | E

Looking at the simple diagram, “K”, which stands for “Kelly,” arrived before Edna “E” did. The answer is A.

4. Interpretation

In these questions, you are given a passage of information followed by a list of possible conclusions. You will need to interpret the information in the paragraph and determine whether or not each conclusion follows, based solely on the information given.

A number of students were given the following advice:

“The use of powerful words is a technique, which makes you a better writer. Your choice of words is very important in molding the way people interaction with the article. You should use powerful words to spice up your article. Power words should be used liberally to enhance the flavor of what you write! ”

In the fourth sentence, it is stated, “Power words should be used liberally to enhance the flavor of what you write!”

Thus, if you were to write an essay, using powerful words can give more flavor to it.

5. Inferences

An inference is a conclusion made from observed or supposed facts and details. It is information that is not apparent in the information provided but rather is extracted from it. In this section, you will be provided with a passage of information about a specific scene or event. A list of possible inferences will then be given, and you will need to decide if they are ‘true’, ‘false’, ‘possibly true’, ‘possibly false’, or whether it is not possible to say based on the information provided.

With the advancement of technology, the need for more infrastructure has never been higher. According to the plan of the current U.S. Administration, it aims to put a $1 trillion investment on improving infrastructure, a portion of which will include priority projects and technologies that can strengthen its economic competitiveness such as transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and even artificial intelligence.

It stated that it expects to work with Congress to develop a comprehensive infrastructure package, which is expected to have a budget of $200 billion for certain priorities.

• 2: Probably True
• 3: Not Enough Information
• 4: Probably False

Although it was mentioned in the passage that the U.S. government is to allocate $200 billion on certain priorities, it did not specify if these certain priorities were for ‘transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and artificial intelligence’ or if the aforementioned priorities will have a different allocation.

What we can be sure of, however, is that at least a portion of the $1 trillion infrastructure budget will be used on the mentioned priorities regardless, meaning that there is a chance that $200 billion will be used on those aforementioned areas.

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Critical Thinking Test Practice ▷ Free Critical Reasoning Samples & Tips 2024

Employers? Hire Better With Our Aptitude Test

Start Preparing for Your Critical Thinking Test.  This page features a brief introduction, followed by question examples with detailed explanations, and a free test sample.

Table of Contents :

✻  What is a Critical Thinking Test ?

✻  Sample Questions

Related links

✻  Free Critical Thinking Practice Test

✻  Watson Glaser Practice Test

Have you been invited to take a Watson Glaser Test ? Access our tailored prep and our Free Watson Glaser Test . 

What Is Critical Thinking?

Critical thinking, also known as critical reasoning, is the ability to assess a situation and consider/understand various perspectives, all while acknowledging, extracting and deciphering facts, opinions and assumptions. Critical thinking tests are a sub-type of aptitude exams  or psychometric tests used in pre-employment assessment for jobs reacquiring advanced analytical and learning skills.

The Skills You Will Be Tested On

Critical thinking tests can have 5 major sections or sub-tests that assess and measure a variety of aspects.

1) Inference

In this section, you are asked to draw conclusions from observed or supposed facts. You are presented with a short text containing a set of facts you should consider as true.

Below the text is a statement that could be inferred from the text. You need to make a judgement on whether this statement is valid or not, based on what you have read.

Furthermore, you are asked to evaluate whether the statement is true, probably true, there is insufficient data to determine, probably false, or false.

For example:  if a baby is crying and it is his feeding time, you may infer that the baby is hungry. However, the baby may be crying for other reasons—perhaps it is hot.

2) Recognising Assumptions

In this section, you are asked to recognise whether an assumption is justifiable or not.

Here you are given a statement followed by an assumption on that statement. You need to establish whether this assumption can be supported by the statement or not.

You are being tested on your ability to avoid taking things for granted that are not necessarily true. For example, you may say, "I’ll have the same job in three months," but you would be taking for granted the fact that your workplace won't make you redundant, or that you won’t decide to quit and explore various other possibilities.

You are asked to choose between the options of assumption made and assumption not made.

3) Deduction

This section tests your ability to weigh information and decide whether given conclusions are warranted.

You are presented with a statement of facts followed by a conclusion on what you have read. For example, you may be told, "Nobody in authority can avoid making uncomfortable decisions."

You must then decide whether a statement such as "All people must make uncomfortable decisions" is warranted from the first statement.

You need to assess whether the conclusion follows or the conclusion does not follow what is contained in the statement. You can read more about our  deductive logical thinking test  resources here. 

4) Interpretation

This section measures your ability to understand the weighing of different arguments on a particular question or issue.

You are given a short paragraph to read, which you are expected to take as true. This paragraph is followed by a suggested conclusion, for which you must decide if it follows beyond a reasonable doubt.

You have the choice of conclusion follows and conclusion does not follow.

5) Evaluation of Arguments

In this section you are asked to evaluate the strength of an argument.

You are given a question followed by an argument. The argument is considered to be true, but you must decide whether it is a strong or weak argument, i.e. whether it is both important and directly related to the question.

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Critical Thinking Question Examples

As there are various forms of critical thinking and critical reasoning, we've provided a number of critical thinking sample questions.

You can take our full Critical Thinking Sample Test to see more questions.

Argument Analysis Sample Question

Which of the following is true?

• Most of the people surveyed, whether they own pets or do not own pets, displayed outstanding interpersonal capacities.
• The adoption of a pet involves personal sacrifice and occasional inconvenience.
• People with high degrees of empathy are more likely to adopt pets than people with low degrees of empathy.
• Interpersonal capacities entail tuning in to all the little signals necessary to operate as a couple.
• A person's degree of empathy is highly correlated with his or her capacity for personal sacrifice.

The correct answer is C

Answer explanation: In a question of this type, the rule is very simple: the main conclusion of an argument is found either in the first or the last sentence. If, however, the main conclusion appears in the middle of an argument, it will begin with a signal word such as thus, therefore, or so. Regardless of where the main conclusion appears, the rest of the passage will give the reasons why the conclusion is true or should be adopted. The main conclusion in this passage is the last sentence, signaled by the words, 'This indicates that people who are especially empathetic are more likely to adopt a pet than people who are less empathetic'.

Argument Practice Sample Question

A: No. Differential bonuses have been found to create a hostile working environment, which leads to a decrease in the quality and quantity of products .

This argument is:

The correct answer is A (Strong)

Schema of the statement: Differential cash bonuses (productivity↑) → workplace↑

Explanation: This argument targets both the action and the consequences of the action on the object of the statement. It states that the action (implementing differential cash bonuses) has a negative effect on the workplace (a decrease in the quality and quantity of products). Therefore, it is an important argument, one that is relevant for the workplace. Note that this argument does not specifically target differential cash bonuses. Still, they are considered a sub-group of the subject of the argument (differential bonuses).

Interpretations Sample Question

Proposed assumption: Vicki and Bill encountered a personal battle because they couldn’t come to terms with their disease.

A. Conclusion follows

B. Conclusion does not follow

The correct answer is B (Conclusion does not follow)

It is plausible that the reason people who suffer from sleep apnoea encounter a personal battle is because of an inability to come to terms with this disease. However, since the passage does not provide an actual reason, you cannot reach this conclusion without reasonable doubt. 

The most common type of Critical Thinking Assessment is the Watson Glaser .

Difficult and time-pressured, the Watsong Glaser Critical Thinking Appraisal (WGCTA) takes a unique testing approach that breaks away from more traditional assessments. To see examples, check out our free Watson Glaser practice test .

Our expertly curated practice programme for the Watson Glaser will provide you with:

• A full-length diagnostic simulation
• Focused practice tests for the different test sections: inferences, assumptions, deductive reasoning, interpretations, and arguments.
• 3 additional full-length simulations
• Interactive tutorials

Or learn more about the Watson Glaser Test.

Critical Thinking Tests FAQs

What critical reasoning test am I most likely to take?

Very Likely the Watson-Glaser test

Another popular critical thinking assessment, Watson-Glaser is a well-established psychometric test produced by Pearson Assessments.

The Watson-Glaser test is used for two main purposes: job selection/talent management and academic evaluations. The Watson-Glaser test can be administered online or in-person.

For Watson Glaser practice questions,  click here !

What skills do critical reasoning test measure?

Critical Thinking can refer to various skills:

• Defining the problem
• Selecting the relevant information to solve the problem
• Recognising assumptions that are both written and implied in the text
• Creating hypotheses and selecting the most relevant and credible solutions
• Reaching valid conclusions and judging the validity of inferences

Pearson TalentLens condenses critical thinking into three major areas:

• R ecognise assumptions – the ability to notice and question assumptions, recognise information gaps or unfounded logic. Basically not taking anything for granted.
• E valuate arguments – the ability to analyse information objectively without letting your emotions affect your opinion.
• D raw conclusions – the ability to reach focused conclusions and inferences by considering diverse information, avoiding generalisations and disregarding information that is not available.

These are abilities that employers highly value in their employees, because they come into play in many stages of problem-solving and decision-making processes in the workplace, especially in business, management and law.

Why are critical thinking tests important to employers?

Critical thinking, or critical reasoning, is important to employers because they want to see that when dealing with an issue, you are able to make logical decisions without involving emotions.

Being able to look past emotions will help you to be open-minded, confident, and decisive—making your decisions more logical and sound.

What professions use critical thinking tests?

Below are some professions that use critical thinking tests and assessments during the hiring process as well as some positions that demand critical thinking and reasoning skills:

Preparation Packs for Critical Thinking & Critical Reasoning Assessmentsץ The Critical Thinking PrepPack™ provides you with the largest assembly of practice tests, study guides and tutorials. Our tests come complete with straightforward expert explanations and predictive score reports to let you know your skill level as well as your advancement. By using our materials you can significantly increase your potential within a few days and secure yourself better chances to get the job.

Don't Leave the Preparation to Your Competition

Continue Your Practice Now

Are you about to apply for a role in the finance industry?

Several major banking and consulting employers evaluate their applicants using critical thinking tests, among other methods. Visit your potential employer's page to better understand the tests you are about to face, and start preparing today!

HSBC  |  UBS  |  Bain & Co  |  Macquarie  |  Morgan Stanley  |  Barclays  |  EIB  |  Deloitte  |  Deutsche Bank  |  KPMG  |  PWC  |  Lazard  |  EY  |  Nomura  |  BCG  |  BNP Paribas  |  Jefferies | Moelis & Co

Fill in the details of your test, and you will be redirected to the relevant page:

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