Watson-Glaser Critical Thinking Appraisal, Form-S for education majors.

Watson-Glaser Critical Thinking Appraisal, Form-S for education majors. The purpose of this study was to investigate whether theWatson-Glaser Critical Thinking Appraisal-Form S was a reliable andvalid instrument to measure critical thinking for students pursuing ateaching career. The participants were 137 students enrolled inEducational Psychology. The data showed that the alpha for the totalWGCTA-FS was .76 and the split-half correlation Noun 1. split-half correlation - a correlation coefficient calculated between scores on two halves of a test; taken as an indication of the reliability of the testchance-half correlation was r = .44. The totalWGCTA-FS score correlated cor��re��late?v. cor��re��lat��ed, cor��re��lat��ing, cor��re��latesv.tr.1. To put or bring into causal, complementary, parallel, or reciprocal relation.2. significantly with course grades r = .32, p<. 01. Since the range of the course grades was large, furtheranalyses were done to determine the differences between high-grade andlow-grade achievers on the WGCTA-FS.**********The importance of critical thinking and the teaching of such skillshave been widely emphasized (Ennis, 1987; College Board, 1983; TaskForces on Education and Economic Growth of the Education Commission,1983). The questions often asked are (a) what instrument(s) can bestmeasure critical thinking and (b) whether critical thinking skills arerelated to academic course performances. In a survey, McMillan (1987)indicated that the Watson-Glaser Critical Thinking Appraisal, WGCTA(Watson & Glaser, 1980) Forms A and B were the most frequently usedinventory at the post-secondary level to measure critical thinking.However, many researchers felt that the WGCTA, Forms A and B (consistingof 80 items) were long and time-consuming inventories. As a result,subjects did not complete them.In 1994a, Watson and Glaser prepared an abbreviated version, FormS, of the original Form A. Several researchers have used theWatson-Glaser Critical Thinking Appraisal, Form S (WGCTA-FS). Loo andThorpe Thorpe? , James Francis Known as "Jim." 1888-1953.American athlete. An outstanding collegiate football player, he later played professional football and baseball. (1999) used the Form S in a study with a sample of management (n=142) and nursing (n=123) undergraduates and evaluated its psychometric psy��cho��met��rics?n. (used with a sing. verb)The branch of psychology that deals with the design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and properties and facture fac��ture?n.The manner in which something, especially a work of art, is made: "the gummy surfaces, spectral smudges and woozy contours that . . . structure. They indicated a limited support forthe Form-S inventory due to (a) poor to moderate internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. reliabilities of scores on the subtests and (b) poor to moderateinformation on the confirmatory factor analysis In statistics, confirmatory factor analysis (CFA) is a special form of factor analysis. It is used to assess the the number of factors and the loadings of variables. underlying the criticalthinking constructs. Williams (2001) used the Form S with three groups(total 428) of undergraduate Educational Psychology students andreported that the WGCTA-FS had the strongest overall prediction of testperformance when compared to the California Critical Thinking SkillsTest (Facione & Facione, 1994) and the Psychological CriticalThinking (Lawson, 1999). Williams (2001) also studied subgroups, e.g.,high-grade students (those making As on multiple-choice tests) withlow-grade students (those making Ds and Fs). The high-grade group scoredsignificantly higher than the low-grade group on both the preandposttests on critical thinking measures. The purpose of this study wasto investigate whether the WGCTA-FS was a reliable and valid instrumentto measure critical thinking for a small group of students pursuing theteaching career.MethodSubjects: The participants were 137 students enrolled inEducational Psychology classes (a foundation course in the teachertraining program) at a state university. In this group, there were 28men and 109 women, of which 27 were sophomores, 44 juniors, and 68seniors.Instrument: The scores on the WGCTA-FS and grades in EducationalPsychology course were the data analyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. . The WGCTA-FS has 40multiple-choice items, with item options ranging from 2 to 5.Respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. are provided five scenarios and asked to judge the potentialconclusions to the presented data. These scenarios provide scores forfive subtests ranging from 0 to 40. The description of the five subtestsare: (1) Inference (logic) inference - The logical process by which new facts are derived from known facts by the application of inference rules.See also symbolic inference, type inference. : discriminating dis��crim��i��nat��ing?adj.1. a. Able to recognize or draw fine distinctions; perceptive.b. Showing careful judgment or fine taste: among degrees of truth or falsity ofinference drawn from given data. (2) Recognition of Assumptions:recognizing unstated assumptions Unstated assumption is a type of propaganda message which foregoes explicitly communicating the propaganda's purpose and instead states ideas derived from it. This technique is used when a propaganda's main idea lacks credibility, and thus when mentioned directly will result in the or presuppositions in given statementsor assertions. (3) Deductions: determining whether certain conclusionsnecessarily follow from information in given statements or premises. (4)Interpretation: weighing evidence and deciding if generalizations orconclusions based on the given data are warranted. (5) Evaluation ofArguments: distinguishing between arguments that are strong and relevantand those that are weak or irrelevant to a particular question at issue(Watson & Glaser, 1994b). The total Critical Thinking score is thesummation summationn. the final argument of an attorney at the close of a trial in which he/she attempts to convince the judge and/or jury of the virtues of the client's case. (See: closing argument) of the five subtest scores. The test manual (Watson &Glaser, 1994b) indicates that both the internal consistency andsplit-half reliabilities for Form S to be .81. The manual also reportsthe WGCTA-FS validities for various academic and professional indices ofsuccesses.The Educational Psychology course grades were based primarily onthe objective-type items taken from the Assessment Package forWoolfolk's Educational Psychology (Linden Linden, city, United StatesLinden,city (1990 pop. 36,701), Union co., NE N.J., in the New York metropolitan area; inc. 1925. During the first half of the 20th cent. , 1998) which accompaniesthe text Educational Psychology (Woolfolk, 1998) used in the classes.These items measured comprehension comprehensionAct of or capacity for grasping with the intellect. The term is most often used in connection with tests of reading skills and language abilities, though other abilities (e.g., mathematical reasoning) may also be examined. , interpretation, and fact retentionin four areas (research methods, social and moral development; cognitivedevelopment and behavioral behavioralpertaining to behavior.behavioral disorderssee vice.behavioral seizuresee psychomotor seizure. learning; cognitive learning; and measurementand evaluation).Procedure: Subjects signed a research release form indicating thattheir data my be used for research purposes. They responded to theWGCTA-FS on scantron sheets during class periods. Course grades were theaverages of the four objective tests. These data were analyzed invarious ways.ResultsThe total score one could earn in the WGCTA-FS is 40; for thisgroup, the range was from 14 to 39, Mean = 24.2, and Standard Deviation In statistics, the average amount a number varies from the average number in a series of numbers. (statistics) standard deviation - (SD) A measure of the range of values in a set of numbers. = 5.0. The course grade percentages for this group ranged from 43% to99%. The subtests and total reliabilities of the WGCTA-FS were computed(see Table 1). For the total group, the alpha (KR-20) was r = .76. Thesplit-half reliability (for odd-even numbers) was r = .44. The validityof the WGCTA-FS for this group was determined by correlating thesubtests and total critical thinking scores with the course grades (seeTable 2). The correlation between the total critical thinking scores andcourse grades was r= .31 (p < .01).The range for the course grades was large, so the group was dividedinto two sub-groups: high-grade (students earning A and B grades, n =113) and low-grade (students earning C grades and lower, n= 24)achievers. Differences between these two groups on the five subtests andtotal group were computed using the analyses of variance The discrepancy between what a party to a lawsuit alleges will be proved in pleadings and what the party actually proves at trial.In Zoning law, an official permit to use property in a manner that departs from the way in which other property in the same locality (see table 3).Data show that the high-grade group scored significantly higher (p <.01) than the low-grade group on Deduction deduction,in logic, form of inference such that the conclusion must be true if the premises are true. For example, if we know that all men have two legs and that John is a man, it is then logical to deduce that John has two legs. , Evaluation of Arguments, andthe total Critical Thinking.DiscussionThe data showed that for this group of subjects the internalconsistency (KR-20) = .76 and split-half reliabilities r = .44 werelower than those reported in the WGCTA-FS manual. (Watson & Glaser,1994b). However, this group is small. The correlation between the totalWGCTA-FS scores and course grades for the total group was within theranges of various studies reported in the WGCTA-FS manual. Due to asmall group of subjects, the confirmatory factor analysis could not bedone. Additional subjects, enrolled in Educational Psychology classes,should be asked to respond to the WGCTA-FS and the data analyzed again.The analyses between high-grade and low-grade groups were essentialto evaluate the appropriateness of the WGCTA-FS for this study. Thedifferences between the high-grade (students who earned As and Bs in thecourse) and low-grade (students who earned Cs and below grades) groupsare similar to those reported by Williams (2001); that is, thehigh-grade group scored significantly higher than the low-grade group oncritical thinking.The WGCTA-FS is a much shorter instrument than the original WGCTA,Forms A and B. However, students should be given sufficient time tocomplete the Form S and encouraged to do their very best. Theresearchers in the present study agree with Williams (2001) that theWGCTA-FS is a good instrument to measure critical thinking for studentspursuing the teaching career. However, other studies in this area areencouraged.Table 1Internal Consistencies (KR-20)on Items of WGCTA-SR for Total Group (N=137) No. ofWGCTA-SF Items Items AlphaInference 7 .29Recognition of Assumptions 8 .80Deductions 9 .42Interpretation 7 .31Evaluation of Arguments 9 .32Total 40 .76Table 2Correlations Between Subscales and TotalWGCTA-F Scores with Course Grades forEducational Psychology (N=137) CourseWGCTA-SF Scales GradeInference .15 *Recognition of Assumption .04Deductions .33 **Interpretation .10Evaluation of Argument .32 **Total .31 *** p < .05 ** p < .01Table 3Means, Standard Deviations, and F-ratios onSubtests and Total WGCTA-FS for High(A and B grades) and Low (C, D, and F grades)Groups in Educational PsychologyWCTA-SF Scales Group N MInference High 113 3.82 Low 24 3.29Recognition of Assumption High 113 4.58 Low 24 4.67Deductions High 113 5.95 Low 24 4.92Interpretations High 113 4.19 Low 24 3.63Evaluation of Arguments High 113 6.34 Low 24 5.42Total High 113 24.73 Low 24 21.92WCTA-SF Scales SD Df F-ratioInference 1.45 7/136 2.63 1.52Recognition of Assumption 2.42 8/136 .03 2.28Deductions 1.77 9/136 7.06 ** 1.50Interpretations 1.63 7/136 2.67 1.10Evaluation of Arguments 1.39 9/136 8.16 ** 1.61Total 5.06 40/136 6.55 ** 4.03** p < 01.ReferencesCollege Board (1983) Academic Preparation for College. New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of :College Entrance Examination Board.Commission on the Humanities (1983). The Humanities in AmericanLife. Berkeley, CA: University of California Press "UC Press" redirects here, but this is also an abbreviation for University of Chicago PressUniversity of California Press, also known as UC Press, is a publishing house associated with the University of California that engages in academic publishing. .Ennis, R. H. (1987). A taxonomy taxonomy:see classification. taxonomyIn biology, the classification of organisms into a hierarchy of groupings, from the general to the particular, that reflect evolutionary and usually morphological relationships: kingdom, phylum, class, order, of critical thinking dispositionand abilities. In J.B. 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Boston: Allyn & Bacon.Loo, R., and Thorpe, K. (1999). A psychosomatic psychosomatic/psy��cho��so��mat��ic/ (-sah-mat��ik) pertaining to the mind-body relationship; having bodily symptoms of psychic, emotional, or mental origin. psy��cho��so��mat��icadj.1. investigationscores on the Watson-Glaser Critical Thinking Appraisal, New Form.Educational and Psychological Measurement, 59, 995-1003.McMillan, L.H. (1987) Enhancing college student critical thinking:a review of studies. Research of Higher Education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. , 26, 3-29.Task Force on Education and Economic Growth of the EducationCommission of the States The Education Commission of the States (ECS) was founded as a result of the creation of the Compact for Education, supported by all 50 states and approved by Congress in 1965. The original idea of establishing an interstate compact on education and creating an operational arm to follow up (1983). Action on Excellence. Denver, CO:Education Commission of the States.Watson, G., and Glaser, E. M. (1980). Watson-Glaser CriticalThinking Appraisal. San Antonio San Antonio(săn ăntō`nēō, əntōn`), city (1990 pop. 935,933), seat of Bexar co., S central Tex., at the source of the San Antonio River; inc. 1837. , TX: Psychological Corp.Watson, G., and Glaser, E.M. (1994a).Watson-Glaser CriticalThinking Appraisal, manual. San Antonio, TX. Psychological Corp.Watson, G., and Glaser, E.M. (1994b). Watson-Glaser CriticalThinking Appraisal, Form-S. San Antonio, TX: Psychological Corp.Williams, R. L. (2003) Critical thinking as a predictor and outcomemeasure in a large undergraduate educational psychology course. ERIC,TMO TMO T-MobileTMO The Mac Observer (website)TMO Timeout (Hekimian)TMO Tenant Management Organisation (UK)TMO Toprak Mahsulleri Ofisi 35016, 1-19.Woolfolk, A. (1998). Educational Psychology. 7th Ed. Boston: Allynand Bacon.Bernadette M. Gadzella, James Stacks, Rebecca C. Stephens andWilliam G. Masten, Department of Psychology and Special Education, TexasA&M University-Commerce.Correspondence concerning this article should be addressed to Dr.B. M. Gadzella, Department of Psychology and Special Education, TexasA&M University-Commerce, Commerce, Texas 75429.