Purpose of the Questionnaire (Scale)

The purpose of the Test of Everyday Reasoning (TER) is to assess reasoning skills used in everyday situations and decision-making. It evaluates participants’ ability to analyze situations, distinguish between relevant and irrelevant information, and draw logical conclusions in contexts that do not require specialized knowledge or professional training.
It is addressed to adolescents and adults and is widely used by researchers in education, psychology, counseling, and the social sciences.

Analysis of the Questionnaire (Scale)

The TER was developed by N. W. Denney in 1994 and consists of 25 questions. The questions are based on everyday scenarios and situations involving choices in consumer, social, and practical matters. The questionnaire explores the ability to apply reasoning, evaluate alternatives, and justify decisions.
It is not divided into formal subscales but broadly covers aspects of critical thinking, justification, and practical reasoning.

Scoring of the Questions

Each item is scored on a scale from 1 to 5, where:
1: Illogical conclusion
3: Moderately rational response
5: Excellent logical and well-justified conclusion
The total score ranges from 25 to 125, with higher scores indicating greater ability in logical thinking and effective judgment in everyday environments.

Statistical Analysis

The total scale scores range as follows:
Minimum: 25
Maximum: 125
Mean (typical samples): approximately 85–95
A high score (e.g., 115) indicates strong capacity for complex analysis and sound judgment.
A low score (e.g., 40) reflects limited use of logical strategies and greater susceptibility to fallacies or stereotypical responses.

Validity of the Questionnaire (Scale)

The validity of the TER has been demonstrated through numerous studies. According to Denney (1994) and King & Kitchener (1994), the tool has high construct and predictive validity, as it correlates with performance in everyday decision-making and self-regulation tasks.
In Greece, its use has been supported by academic departments, mainly the Faculty of Primary Education at the National and Kapodistrian University of Athens (EKPA), and it has been adapted to the local educational context, maintaining satisfactory psychometric properties.

Reliability of the Questionnaire (Scale)

The reliability of the TER has been shown to be high, with internal consistency indices (Cronbach’s α) above 0.80 in repeated studies. Test-retest reliability produced stable results within a 2–4 week interval.
The Greek version shows similar statistical indices, confirming the reliability of the tool in the Greek educational and social context.

References

Greek Literature
Kokkotas, P., Malamitsa, A., & Kasoutas, M. (2021). The development of logical thinking through educational programs. EKPA Publications.
International Literature
Denney, N. W. (1994). Everyday Reasoning and Judgment: A Cognitive Perspective. Cambridge University Press.
King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey-Bass.
Torrance, E. P. (1995). Everyday Reasoning: Enhancing Thinking and Problem-Solving Skills. HarperCollins.

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