ABSTRACT
This chapter seeks to allay the fear that attempting to assess intellectual virtue will be deleterious to educating for intellectual virtue. It focuses on three avenues toward assessing intellectual virtue: adapting measures of moral virtue for intellectual domain, assessing students' epistemic development, and assessing students critical thinking skills. A number of tests of critical thinking exist, for instance the Watson-Glaser critical thinking appraisal test, the Cornell critical thinking test, the California critical thinking test, the Ennis Weir critical thinking essay test, and the international critical thinking test. The chapter discusses the psychological study of the epistemic development of children and young people, which is heavily influenced by the pioneering work of William Perry into the epistemic development of university students. In recent years, this program of study has come to be better known as the study of personal epistemology or epistemic cognition. A number of measures of students' personal epistemology exist, with the most frequent measure being Schommer's epistemological questionnaire.
