Assessing Students’ Critical Thinking and Approaches to Learning
The International Journal of Educational and Psychological Assessment, Vol. 12, No. 2, 2013
14 Pages Posted: 30 Jun 2013
Date Written: January 2013
The present study explored the construct validity of the Revised Learning Process Questionnaire R-LPQ 2F with the Watson Glaser Critical Thinking Appraisal (WGCTA). The construct validation process test the assumption that deep approaches to learning that includes relating knowledge to new knowledge, distinguishing evidences and arguments, organizing and structuring content into a coherent whole results to critical thinking. The R-LPQ 2F and the WGCTA was administered to 104 senior high school students in the Philippines. Only surface approach to learning was significantly correlated with the subtests on interpretation of the WGCTA (r=-.51, p<.01). A measurement model was tested using Confirmatory Factor Analysis (CFA) and showed that both deep and surface approach increases the variance explained for critical thinking as a latent construct. The model attained an adequate fit: RMSEA=.04, SRMR=.04, CFI=.96, and TLI=.93.
Keywords: deep approach, surface approach, critical thinking, R-LPQ, WGCTA
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