Abstract

The purpose of this study was to analyze the Educational Testing Service's Tasks in Critical Thinking as a measure of college student critical thinking skills. The results indicated that difficulty levels of the Tasks and Skills were not consistent. Task and Skill performance had little relationship with verbal or math performance, and was also found to have weak relationships with General Education course performance. Overall, the number of General Education courses taken did not affect student performance on the Tasks, and students' content specific knowledge did not influence performance on content specific Tasks.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 50-70
Launched on MUSE
2003-06-11
Open Access
No
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