Brief Description

The Reasoning about Current Issues Test (RCI) is a questionnaire designed to assess an individual’s level of reflective and critical thinking. It consists of five “ill-structured” problems—real-life scenarios that do not have a single correct solution. The instrument evaluates the individual’s ability to reason, interpret, and process information in a structured and critical manner, taking into account the inherent uncertainty of knowledge.

Purpose

The purpose of the tool is to measure reflective judgment as defined by the Reflective Judgment Model developed by King and Kitchener (1994). The test evaluates the individual’s progression from simpler, more absolutist thinking to more complex and mature forms of understanding and reasoning.

Scoring Method

The questionnaire provides three types of scoring: (a) individual scores for each of the five problems, (b) a composite score across all problems, and (c) an overall reflective judgment score. Scores range from 1 to 7, reflecting the seven developmental stages in the model. In practice, the scores are interpreted as follows: 1–3 indicates pre-reflective thinking, 4–5 quasi-reflective thinking, and 6–7 reflective thinking.

Validity

The content validity of the RCI is grounded in the theoretical framework of the Reflective Judgment Model. It is supported by its conceptual similarity to instruments such as the Defining Issues Test (DIT) and the Reflective Judgment Interview (RJI). Although no direct correlation between the RCI and RJI has been established for the Greek context, the tool is considered to meet core validity criteria according to its developers.

Reliability

The internal consistency of the Greek version of the RCI is high, with a Cronbach’s alpha of 0.83 (N = 50). Internationally, reliability coefficients for similar applications range from 0.70 to 0.76.

Data Analysis and Use

The RCI can be used to assess cognitive reasoning abilities in university students and adult learners. It provides standardized scoring across developmental levels and is suitable for studies examining the development of critical thinking skills. In one application, it was administered to a sample of 210 adults (180 women and 40 men), all students in a Department of Primary Education.

References

King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. San Francisco: Jossey-Bass.
King, P. M., Kitchener, K. S., & Wood, P. K. (1994). Research on the reflective judgment model.
King, P. M., & Mayhew, M. J. (2002). Moral judgment development in higher education: Insights from the Defining Issues Test. Journal of Moral Education, 33, 247–270.
Rest, J. R. (1979). Development in Judging Moral Issues. Minneapolis: University of Minnesota Press.
Kaoustos, M. (2004). The Reflective Judgment Evaluation Model. In Proceedings of the Panhellenic Conference of the University of Athens and KEEPEK.
Matasiouras, H. G. (2000). Theory and Practice of Teaching – Teaching Theory: Personal Theory as a Framework for Reflective-Critical Analysis. Athens: Gutenberg.