Watson-Glaser Critical Thinking Appraisal, Form-S for education majors.The purpose of this study was to investigate whether the Watson-Glaser Critical Thinking Appraisal-Form S was a reliable and valid instrument to measure critical thinking for students pursuing a teaching career. The participants were 137 students enrolled in Educational Psychology. The data showed that the alpha for the total WGCTA-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 test chance-half correlation was r = .44. The total WGCTA-FS score correlated cor·re·late v. cor·re·lat·ed, cor·re·lat·ing, cor·re·lates v.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, further analyses were done to determine the differences between high-grade and low-grade achievers on the WGCTA-FS. ********** The importance of critical thinking and the teaching of such skills have been widely emphasized (Ennis, 1987; College Board, 1983; Task Forces on Education and Economic Growth of the Education Commission, 1983). The questions often asked are (a) what instrument(s) can best measure critical thinking and (b) whether critical thinking skills are related 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 used inventory at the post-secondary level to measure critical thinking. However, many researchers felt that the WGCTA, Forms A and B (consisting of 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, Form S, of the original Form A. Several researchers have used the Watson-Glaser Critical Thinking Appraisal, Form S (WGCTA-FS). Loo and Thorpe 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 for the 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 moderate information 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 critical thinking constructs. Williams (2001) used the Form S with three groups (total 428) of undergraduate Educational Psychology students and reported that the WGCTA-FS had the strongest overall prediction of test performance when compared to the California Critical Thinking Skills Test (Facione & Facione, 1994) and the Psychological Critical Thinking (Lawson, 1999). Williams (2001) also studied subgroups, e.g., high-grade students (those making As on multiple-choice tests) with low-grade students (those making Ds and Fs). The high-grade group scored significantly higher than the low-grade group on both the preand posttests on critical thinking measures. The purpose of this study was to investigate whether the WGCTA-FS was a reliable and valid instrument to measure critical thinking for a small group of students pursuing the teaching career. Method Subjects: The participants were 137 students enrolled in Educational Psychology classes (a foundation course in the teacher training program) at a state university. In this group, there were 28 men and 109 women, of which 27 were sophomores, 44 juniors, and 68 seniors. Instrument: The scores on the WGCTA-FS and grades in Educational Psychology course were the data analyzed an·a·lyze tr.v. an·a·lyzed, an·a·lyz·ing, an·a·lyz·es 1. To examine methodically by separating into parts and studying their interrelations. 2. Chemistry To make a chemical analysis of. 3. . The WGCTA-FS has 40 multiple-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 potential conclusions to the presented data. These scenarios provide scores for five subtests ranging from 0 to 40. The description of the five subtests are: (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 of inference 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 statements or assertions. (3) Deductions: determining whether certain conclusions necessarily follow from information in given statements or premises. (4) Interpretation: weighing evidence and deciding if generalizations or conclusions based on the given data are warranted. (5) Evaluation of Arguments: distinguishing between arguments that are strong and relevant and those that are weak or irrelevant to a particular question at issue (Watson & Glaser, 1994b). The total Critical Thinking score is the summation summation n. 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 and split-half reliabilities for Form S to be .81. The manual also reports the WGCTA-FS validities for various academic and professional indices of successes. The Educational Psychology course grades were based primarily on the objective-type items taken from the Assessment Package for Woolfolk's Educational Psychology (Linden Linden, city, United States Linden, 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 accompanies the text Educational Psychology (Woolfolk, 1998) used in the classes. These items measured comprehension comprehension Act 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 retention in four areas (research methods, social and moral development; cognitive development and behavioral behavioral pertaining to behavior. behavioral disorders see vice. behavioral seizure see psychomotor seizure. learning; cognitive learning; and measurement and evaluation). Procedure: Subjects signed a research release form indicating that their data my be used for research purposes. They responded to the WGCTA-FS on scantron sheets during class periods. Course grades were the averages of the four objective tests. These data were analyzed in various ways. Results The total score one could earn in the WGCTA-FS is 40; for this group, 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% to 99%. 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. The split-half reliability (for odd-even numbers) was r = .44. The validity of the WGCTA-FS for this group was determined by correlating the subtests and total critical thinking scores with the course grades (see Table 2). The correlation between the total critical thinking scores and course grades was r= .31 (p < .01). The range for the course grades was large, so the group was divided into 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 and total 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, and the total Critical Thinking. Discussion The data showed that for this group of subjects the internal consistency (KR-20) = .76 and split-half reliabilities r = .44 were lower than those reported in the WGCTA-FS manual. (Watson & Glaser, 1994b). However, this group is small. The correlation between the total WGCTA-FS scores and course grades for the total group was within the ranges of various studies reported in the WGCTA-FS manual. Due to a small group of subjects, the confirmatory factor analysis could not be done. 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 essential to evaluate the appropriateness of the WGCTA-FS for this study. The differences between the high-grade (students who earned As and Bs in the course) and low-grade (students who earned Cs and below grades) groups are similar to those reported by Williams (2001); that is, the high-grade group scored significantly higher than the low-grade group on critical thinking. The WGCTA-FS is a much shorter instrument than the original WGCTA, Forms A and B. However, students should be given sufficient time to complete the Form S and encouraged to do their very best. The researchers in the present study agree with Williams (2001) that the WGCTA-FS is a good instrument to measure critical thinking for students pursuing the teaching career. However, other studies in this area are encouraged.
Table 1
Internal Consistencies (KR-20)
on Items of WGCTA-SR for Total Group (N=137)
No. of
WGCTA-SF Items Items Alpha
Inference 7 .29
Recognition of Assumptions 8 .80
Deductions 9 .42
Interpretation 7 .31
Evaluation of Arguments 9 .32
Total 40 .76
Table 2
Correlations Between Subscales and Total
WGCTA-F Scores with Course Grades for
Educational Psychology (N=137)
Course
WGCTA-SF Scales Grade
Inference .15 *
Recognition of Assumption .04
Deductions .33 **
Interpretation .10
Evaluation of Argument .32 **
Total .31 **
* p < .05 ** p < .01
Table 3
Means, Standard Deviations, and F-ratios on
Subtests and Total WGCTA-FS for High
(A and B grades) and Low (C, D, and F grades)
Groups in Educational Psychology
WCTA-SF Scales Group N M
Inference High 113 3.82
Low 24 3.29
Recognition of Assumption High 113 4.58
Low 24 4.67
Deductions High 113 5.95
Low 24 4.92
Interpretations High 113 4.19
Low 24 3.63
Evaluation of Arguments High 113 6.34
Low 24 5.42
Total High 113 24.73
Low 24 21.92
WCTA-SF Scales SD Df F-ratio
Inference 1.45 7/136 2.63
1.52
Recognition of Assumption 2.42 8/136 .03
2.28
Deductions 1.77 9/136 7.06 **
1.50
Interpretations 1.63 7/136 2.67
1.10
Evaluation of Arguments 1.39 9/136 8.16 **
1.61
Total 5.06 40/136 6.55 **
4.03
** p < 01.
References College Board (1983) Academic Preparation for College. New York New York, state, United States New 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 American Life. Berkeley, CA: University of California Press "UC Press" redirects here, but this is also an abbreviation for University of Chicago Press University 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. taxonomy In 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 disposition and abilities. In J.B. Baron baron Title of nobility, ranking in modern times immediately below a viscount or a count (in countries without viscounts). The wife of a baron is a baroness. Originally, in the early Middle Ages, the term designated a tenant of whatever rank who held a tenure of barony and R.J. Sternberg (Eds.) Teaching thinking skills: theory and practice. New York: Freeman Freeman can mean:
Facione, P. A. & Facione, N. C. (1994) The California critical thinking skills test: test manual. Millbrae, CA: The California Academic Press. Lawson, T. J. (1999) Assessing psychological critical thinking as a learning outcome for psychology majors. Teaching of Psychology, 26, 207-208. Linden, K (1998) Assessment package for Woolfolk Education Psychology (7th Ed.) 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·ic adj. 1. investigation scores 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 education Study 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 Education Commission 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 Critical Thinking 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 Critical Thinking Appraisal, manual. San Antonio, TX. Psychological Corp. Watson, G., and Glaser, E.M. (1994b). Watson-Glaser Critical Thinking Appraisal, Form-S. San Antonio, TX: Psychological Corp. Williams, R. L. (2003) Critical thinking as a predictor and outcome measure in a large undergraduate educational psychology course. ERIC, TMO TMO T-Mobile TMO 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: Allyn and Bacon. Bernadette M. Gadzella, James Stacks, Rebecca C. Stephens and William G. Masten, Department of Psychology and Special Education, Texas A&M University-Commerce. Correspondence concerning this article should be addressed to Dr. B. M. Gadzella, Department of Psychology and Special Education, Texas A&M University-Commerce, Commerce, Texas 75429. |
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