Developing critical thinking is an important goal in higher education and, more importantly, in business education. Yet, it is uncertain to what extent assessment influences students' critical thinking development and enhancement. This paper presents data from a study that applied a framework we developed to identify evidence of students’ ability to think critically and whether students face challenges at applying critical thinking. A sample of 100, 2000-word group reports from a masters business analysis subject were evaluated using a critical thinking assessment rubric. We followed this with a content analysis of 49 reports using our developed framework to identify the demonstration of critical thinking dispositions and abilities. The findings from both analyses indicate a difference between student reports on how critical thinking is demonstrated. Most importantly, our developed framework provides a novel way to analyse student reports that inform whether they demonstrate the specific components of critical thinking dispositions and abilities. The evaluation using our established framework enables us to offer practical suggestions that university instructors can use to address the issues and challenges raised that hinder critical thinking acquisition via assessment practice in business education.

培养批判性思维是高等教育的一个重要目标，更重要的是，在商业教育中。然而，评估在多大程度上影响学生批判性思维的发展和增强尚不确定。本文提供了一项研究的数据，该研究应用了我们开发的框架来确定学生批判性思维能力的证据，以及学生在应用批判性思维方面是否面临挑战。使用批判性思维评估标准评估了来自硕士商业分析学科的 100 份 2000 字的小组报告样本。我们随后使用我们开发的框架对 49 份报告进行了内容分析，以确定批判性思维倾向和能力的表现。两项分析的结果表明，学生报告如何展示批判性思维存在差异。最重要的是，我们开发的框架提供了一种分析学生报告的新方法，可以告知他们是否展示了批判性思维倾向和能力的特定组成部分。使用我们既定框架的评估使我们能够提供实用的建议，大学教师可以使用这些建议来解决阻碍通过商业教育评估实践获得批判性思维的问题和挑战。