Department
Secondary and Middle Grades Education
Document Type
Article
Publication Date
1-2004
Abstract
This article compares the predictive and outcome status of a subject-specific versus a generic measure of critical thinking in a large undergraduate course. Specifically, the predictive potential of critical thinking was assessed with respect to test performance, both for tests requiring critical thinking and for those requiring only direct recall. This paper also examines the extent to which answering practice-exam questions with embedded psychological critical thinking issues produced improvement in critical thinking. The impact of the treatment on the critical thinking of students who performed well or poorly on the course tests requiring considerable application of critical thinking was assessed.
Journal Title
Journal of General Education
Journal ISSN
0021-3667
Volume
53
Issue
1
First Page
37
Last Page
58
Digital Object Identifier (DOI)
10.1353/jge.2004.0022
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons