本研究旨在修訂安尼斯、米爾曼與譚歌等人(Ennis, Millman & Tomko,1985)的「康乃爾批判思考測驗」Z級（Cornell Critical Thinking Test, Level Z，簡稱CCT-Z），成為一套適合我國大學生的本土化與標準批判思考測驗，作為評量、研究、教學及選拔人才之用。
本研究修訂完成的本土化與標準化批判思考測驗，訂名為「修訂康乃爾批判思考測驗」（簡稱「修訂CCT-Z」），以區別於英文原版的CCT-Z。「修訂CCT-Z」共34題，約40分鐘可作答完畢。
本研究結果顯示，「修訂CCT-Z」的庫李信度與折半信度，堪稱良好；以「華格二氏批判思考測驗」為效標，考驗其同時效度，結果亦稱良好。以性別、學校性質（智力）、修過理則學與否等因素的異來考驗建構效度，發現結果大致與批判思考的概念架構和文獻分析結果吻合。此外，本研究以1803個大學生為標準化樣本，除了建立全體樣本的百分等級常模之外，並分別建立公私大學與修過理則學者的常模。 The purpose of this study was to revise "Cornell Critical Thinking Test, Level Z "(CCT-Z) used for evaluating, selecting and teaching college students in Taiwan.
The revised Cornell Critical Thinking Test, Level Z" (RCCT-Z) includes 34 items, which most college students can complete in 40 minutes.
A group of 1803 college students from 7 colleges & universities were sampled. Analysis of reliability indicated that the revised test had reasonably high internal consistency (.61 & .79) and stability (.45 & .68). The concurrent validity of this revised test was supported by correlation with Watson-Glasser Critical Thinking Test. Three related studies were conducted by analyzing the total population with T-test for 3 specific categories: M/F, students who had and had not studied logic, and attendance in public/privite college/university. Data from each supported the hypotheses, futher inferring the validity of the revised test. Percentile Rank Norms were developed for the total population and for categories.
