Validating the Watson Glaser Critical Thinking Appraisal

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Validating the Watson Glaser Critical Thinking Appraisal Author(s): Karma El Hassan and Ghida Madhum Reviewed work(s): Source: Higher Education, Vol. 54, No. 3 (Sep., 2007), pp. 361-383 Published by: Springer Stable URL: http://www.jstor.org/stable/29735117 . Accessed: 26/02/2012 04:22 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

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Higher Education (2007) 54:361-383 DOI 10.1007/sl0734-006-9002-z

?

Springer

2006

Validating KARMA
Office Bliss

theWatson EL HASSAN
Research 11-0236,

Glaser Critical Thinking Appraisal & GHIDA MADHUM
& Assessment Beirut 1107 2020, (OIR?), Lebanon American University of Beirut,

of Institutional Box st., P.O.

Abstract.
(WGCTA) evidence structure different

This

study validated
of 273

the Watson
university

Glaser
students

Critical
in Lebanon.

Thinking
For

Appraisal

on a sample for construct and levels, subscale and

private was validation total streams correlations, a using was

that purpose,

investigated in addition series also

the test's factor through identifying to differences in scores by gender, tests. Evidence of ANOVA for the test's Moreover, students in five courses

and reliability that emphasize

concurrent critical

validity

collected.

factor revealed analysis in scores on differences different revealed results were with levels except

were tested the WGCTA. pre-post using thinking a unidimensional while factor results showed the WGCTA between students the senior males and females stream. or between

Exploratory no significant students at results

significant no showed and

for graduate for differences statistically

in the Business students between

Furthermore, streams. of scores

different

pre-

various The of

post-tested criterion results training

significant changes for nursing students. except measures evidence provided discussed effective in terms instructional were of

in the mean The of test's its

Finally, who students correlations divergent and thinking.

significant

validities. the effects

were and for

the nature

and convergent of the construct of critical

itself,

strategies proposed.

on growth

Recommendations

future

research

Keywords:

critical

thinking,

test

validation.

Researchers today's schooling.

and workers school The graduate basic skills

in the field who and has

are

are being questioned graduate curriculum influenced strongly to Shepard 1994). According understanding, of transfer, aptitude culturally Today's critical thinking, developed. student and robust

gone that are possessed competencies by this new revised vision of the in light of the by cognitive psychology graduate includes metacognition, that are socially and (Frederiksen have should

the profile investigating at least 12 years through

of of

today's (2000), that thought intelligent and intellectual abilities be an

should builds

skilled learner who uses independent, own learning in a student-centered his/her

362 system. learners This with

KARMA EL HASSAN AND GHIDA MADHUM should transform transferable education's skills role so that them it empowers to face any

lasting, allowing under any circumstances 1994). One of Educa? problem (Frederiksen to develop can tion's becomes critical thinkers who important goals use of knowledge solve problems, and...
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