Utilization of Standardized Critical Thinking Tests with Developmental Freshmen.

Autor/inn/en	Harris, Jimmy Carl; Clemmons, Sandra
Titel	Utilization of Standardized Critical Thinking Tests with Developmental Freshmen.
Quelle	(1996), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; College Freshmen; Compensatory Education; Critical Thinking; Developmental Studies Programs; Factor Analysis; Higher Education; Placement; Predictive Measurement; Remedial Programs; Screening Tests; Test Construction; Test Reliability; Test Theory; Test Validity; Transitional Programs; California Critical Thinking Skills Test (College); Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Studienanfänger; Kompensatorischer Unterricht; Kritisches Denken; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Faktorenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Betriebspraktikum; Praktikum; Förderprogramm; Screening-Verfahren; Testaufbau; Testreliabilität; Testtheorie; Testvalidität
Abstract	This paper presents the results of a search for an appropriate test of critical thinking to screen college freshmen. The search for an appropriate test of critical thinking was initiated in the Fall 1995 semester at an open-admissions comprehensive university, which normally assigns entering freshmen with ACT composite scores of 17 or less to remediation programs for English, mathematics, and reading, in addition to a 3-semester hour critical thinking course. Two tests, the Watson-Glaser Critical Thinking Appraisal and the California Critical Thinking Skills Test were administered to 27 and 32 students, respectively, enrolled in developmental education courses. The study sought to determine: (1) if either test could serve as a predictor or course performance; (2) what relationship existed between test content and course content; (3) how local scores on the tests compared to national norms; and (4) were the test versions equivalent. Results showed that differences in score means for the pre- and post-tests were statistically insignificant for both tests, suggesting that the remediation course had little impact on student performance, concluding that the tests, at best, have problematical usefulness as a predictor for placement purposes. Appended are four tables that define terms and summarize data. (BF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC