Educational and Psychological Measurement, 41 4 , — An investigation of the critical thinking ability of associate and baccalaureate degree nursing students. We excluded eight sets because the data were incomplete and two others because data were from only a single version of the WGCTA. By Debra Creedy and Mary Sidebotham. Journal of Instructional Psychology, 25 4 , — Dissertation Abstracts International, 62 10 , A.
Given the high variability around the correlation means, we judged the resolution of this research question to be inconclu- sive, although suggestive of the medium average correlations that would be expected if the subscales were inter- correlated. If critical thinking is a general skill or one of highly related skills, approaches to instruction may need to focus more on developing the general qualities of thinking and less on specific sub-skills. Educational and Psychological Measurement, 27, — Dissertation Abstracts International, 30 3 , A. College Student Journal, 1, 76— Since the subscales in different versions contain different numbers of items, Table 4 shows the descriptive data for the WGCTA forms separately. Predicting course performance in freshman and sophomore physics courses:
The authors express appreciation to Anna Peretiatkovicz for her assistance and contributions.
The Watson-Glaser™ II | PSI Online
Statistics Solutions consists of a team of professional methodologists and statisticians that can assist the student or professional researcher in administering the survey instrument, collecting the data, conducting the analyses and explaining the results. The california critical thinking skills test—college level: The Standard Version takes about 60 minutes to administer.
This procedure gives more weight to large samples as compared to small samples. Teaching and learning critical thinking skills. Since the WGCTA is marketed and used as a predictive measure in a wide variety of educational and vocational contexts, and is sometimes used for the academic placement of individuals and for other diagnostic purposes, it would be useful to know if the individual subscales can be interpreted, or whether the general score is the only meaningful outcome.
Together these two parts of this study suggest that the WGCTA should be viewed as a measure of general competency, and that the subscales should not be interpreted individually. Effects of an instructional program on critical thinking and clinical decision-making skills of associate degree nursing students nursing education.
Watson-Glaser Critical Thinking Appraisal (WGCTA) – Statistics Solutions
The test administrator will take necessary steps tninking ensure the Test is always administered in a proctored and secure environment. Retrieved July 22, from http: The Journal of Higher Education, 73 3— They further state that: It may be that the WGCTA is highly context specific, performing reasonably well with some learners in some settings and more poorly with other learners. The result would be that subscale reliabilities are even more volatile and suspect than the general score.
Buros Institute of Mental Measurements. Since the subscales in different versions contain different numbers of items, Table 4 shows the descriptive data for the WGCTA forms separately.
The Watson-Glaser Critical Thinking Appraisal WGCTA contains 80 reading passages presenting problems, appeaisal, arguments, and interpretations, each requiring the application of analytic reasoning skills.
Watson-Glaser Critical Thinking Appraisal (WGCTA)
Developed inthe WGCTA has undergone many modifications and developments, including internationalization. In other words, the true population correlations could be higher or lower than the ones observed.
Factor analysis of critical thinking, logical reasoning, and English subtests. Overall the average correlations ranged from a low of 0. We first calculated the homogeneity statistic QT for each individual correlation coefficient and identified one study as an outlier across all subscales i.
thinkinh Given the high variability around the correlation means, we judged the resolution of this research question to be inconclu- sive, although suggestive of the medium average correlations that would be expected if the subscales were inter- correlated. If the obtained QT value is larger than the critical eatson-glaser, the findings are determined to be significantly heterogeneous, meaning that there is more variability in the effect sizes or correlations than chance fluctuation or sampling error would allow around a single population parameter.
The watson-glazer standard- ized version dates from The application of the structure of intellect programme: Psychological Reports, 23, — Issues in Mental Health Nursing, 17, — In Paper presented at the annual convention of the international reading association. A factor-analytic study of critical thinking.
The reverse would be expected to be true if the average inter-correlation among the 13 studies of the WGCTA were significantly less that expected by chance. Humanities and Social Appraidal, 58 7A. Dissertation Abstracts International, 62 10A. An experimental study comparing critical thinking growth and learning styles in a traditional and workshop based introductory mathematics course.
By Debra Creedy and Mary Sidebotham.