Test of Everyday Reasoning [TER-35]

Description

The Test of Everyday Reasoning (TER-35) is an assessment instrument designed to measure the ability to apply logical and critical thinking skills to everyday situations. It consists of 35 multiple-choice items based on descriptions of real-life scenarios that require analysis, evaluation of arguments, and logical inference.

The test does not require specialized knowledge or technical terminology, making it suitable for use with a broad range of individuals. The approximate completion time is 50 minutes.

Purpose

The main purpose of the TER-35 is to assess everyday reasoning and critical thinking abilities, particularly among adolescents and the general population.

Because the test does not rely on specific subject-matter knowledge, it may be used in educational, research, and occupational settings, including assessment and personnel selection contexts.

Scoring

Each correct answer is awarded 1 point, producing a total score ranging from 0 to 35.

In addition to the overall score, separate scores may be calculated for the following domains:

• Analysis: 0–9
• Evaluation of Arguments: 0–11
• Inference: 0–15
• Deductive Reasoning: 0–16

These subscale scores provide more detailed information about specific components of reasoning and critical thinking ability.

Validity

The validity of the TER-35 is grounded in the theoretical framework of critical thinking described in the Delphi Report. The instrument has documented conceptual validity and has shown a strong correlation of r = 0.77 with the California Critical Thinking Skills Test (CCTST).

These findings support the theoretical and empirical validity of the instrument as a measure of critical thinking and everyday reasoning skills.

Reliability

Internal consistency of the Greek version was assessed using the Kuder–Richardson 20 (KR-20) coefficient, with a reported value of 0.77.

According to the cited literature, reliability coefficients in other samples range approximately from 0.72 to 0.78, supporting the stability and internal consistency of the instrument.

Data Analysis and Use

The Greek validation sample consisted of 310 students aged 11–13 years. Analyses included mean performance across the different reasoning domains and examination of differences according to demographic characteristics such as gender, age, and geographical area.

The results may be used in educational assessment, critical-thinking research, and selection procedures, providing both an overall measure and a more detailed profile of reasoning skills.

References

Facione, P. A. (2001). Test Manual: The Test of Everyday Reasoning – A Measure of Thinking Skills. Millbrae, CA: Insight Assessment/The California Academic Press.

Facione, P. A., Facione, N. C., Blohm, S. W., & Giancarlo, C. A. (1992, 2002). Test Manual: The California Critical Thinking Skills Test (Form A, Form B, Form 2000). Millbrae, CA: Insight Assessment.

Malamitsa, K., Kasoutas, M., & Kokkotas, P. (2008). Reliability for the Greek version of the Test of Everyday Reasoning (TER). Journal of Instructional Psychology, 35(1), 83–86.

The American Philosophical Association. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations (The Delphi Report). Washington, DC: ERIC.