ERIC Number: ED478075
Record Type: RIE
Publication Date: 2003
Critical Thinking as a Predictor and Outcome Measure in a Large Undergraduate Educational Psychology Course.
Williams, Robert L.
This study first determined how well two types of critical thinking measures, generic and subject-specific, predicted performance on course tests. Secondly, the study examined the extent to which critical thinking changed from the beginning to the end of the course. Two generic and one subject-specific measure of critical thinking were used in the study. A total of 428 college students participated in various phases of the study across 3 semesters. All the critical thinking measures better predicted performance on multiple-choice examinations requring critical thinking than on essay quizzes requiring only recall of course information. The Psychological Critical Thinking test (subject specific; T. Lawson, 1999) and the Watson-Glaser Critical Thinking Appraisal-Form S (generic; G. Watson and E. Glaser, 1980) were the best predictors of examination scores. Students also improved their scores on these two critical thinking measures significantly from the beginning to the end of the course. The pattern of change on critical thinking was somewhat different for high and low performers on examinations. (Contains 4 tables and 28 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A