A STUDY OF SELECTED INTEREST FACTORS AS RELATED TO OUTCOMES OF THE PROGRAM OF GENERAL EDUCATION AT MICHTGAN STATE COLLEGE Them for flu 909m 9‘ 9%. D MICNGAK STATE COLLEGE Victor How“! 1954 . ...___..-,,_.____, -._. ‘ THEE-WE? This is to certify that the thesis entitled i . fl \ "-7—? RELATIGITSHIP OF SuLSCZ‘ED II-T’I‘ERES‘I‘ ‘ 0:133 OJ: I‘FLS P'IO‘WHAM OF "ESTERAL " 3AN STATE CCLIE3E. FA C 1‘ OR presented by Mr . Vic tor Horowitz 2 has been accepted towards fulfillment of the requirements for M degree in Ed ugat 1 911 9/4/52 #4“ Major Wessor Date January 25f 1954 0-169 Il’ul' REMOTE STORAGE - PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. DATE DUE DATE DUE DATE DUE 71{I[{1.{:I|‘{Iiti'l ‘uIlIIll ll l’lll ll: . A STUDY OF SELECTED INTEREST FACTORS AS RELATED TO OUTCUMES OF THE PRUGdAM 0F GEuERAL EDUCATION AT MICHIGAN STATE COLLEGE By Victor Horowitz AN ABSTRACT Juocitied to the School of Graduate Stiiies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTCR OF PHILOQOPHY Department of Guidance and Counselor Training Year 195h Approved ' MCI/m %;W ’I‘rlll‘ fl-[v[[[.[l The objectives of the study were as follows: By means of the Test 2; Critical Thinking, the Test of Critical Analxsis‘ig - “a.“ sci “212.71.11.23. and the inflate; at 22129.12. as developed by the connittees of the COOperative Study of Evaluation in General Education of the American Council on Education, A. To attenpt to determine whether, over a period of one academic year and within the areas of Critical Thinking, Ability to do Critical Analysis in Reading and Writing, and Level of Maturity of Beliefs and Reactions, change or gain can be discovered in Fresh- man Students. 3. To attempt to determine whether, within the areas of Critical Thinking, Ability to do Critical Analysis in Reading and Writing, and Level of Maturity of Beliefs and Reactions, differences can be distinguished between the change or gain of Freshman students in the various interest categories, or major areas of study. The tests were first administered to l9h2 Freshnan students who entered hichigan State College in September, 1951. The tests were administered again during the last week of the Spring Tenn, 1952, to a re- est group of 569 students. The intervening period of change was three complete terms. 8 d "7:175 - 2 - The "t" - £322 2£ significance. betw en the means of pre- and post-tests was used to determine whether significant difper- ences in change or gain over a period of one academic year could be discovered in each of the areas studied. The analysis o{ v rianc b1 wig/1,33 adjugtygi tgcjiniiie was used to detenLine whether significant differences could be distinguished bgtyeeg_the change or gain of students in the various interest groups, within each of the areas studied. A comparison or ranking of the adjusted post- est means was also made. The results of the study were as follows: A. Considering the whole, or total—group population (N=5o9), a significant change or gain over a period of one academic year was discoverei in each of the three areas measured. (The differences between preo and post- test means were significant at the 1% level of confidence.) B. Considering the total population as divided into the VurlO;S preference-group or interest categories, (i.e., declared or intended majors), and with (a) pre- test scores or initial scores and (b) scholastic aptitude as measured by the A.C.E. Psychological Examination as variables: 1) In the area of Critical Thinking, 92 significant differences were detected at the 5% level of confidence between the change or gains of students in the various categories. lll'l‘i [n[.[[[.[l[[[[[lll I Ill! 1“ ..3- 2) In the area of Ability to do Critical Analysis in Reading and Writing, significant differences at the 1% level of confidence HEIR.Q£§EQY3?fifl.betWeen he change or gains of students in the various categories. 3) In the area of Level of Maturity of Beliefs and Reactions, significant difPerences at the 1% level of confidence were disggfigged between the change or gains of students in the various categories. CUEPARISON 0F ADJUSTED POST- EST MEANS AFTER FEE-POST TEST P£RIOD OF ONE ACADEAIC YEAR GroupIPreference or Interest C. A. R. and W. II. of B. Code :Groups (N ‘3569) -__-'_ (N: 569) ,‘__. : Rank*IAdjusted Post- .Rank* Adjustel Post- *__ ......I Trainees: Taiwan 1 I NI I . ll LBiological and I I I I I Physical Science . 6 I17. 915A I l 371. 763 0 'Pre-nedical, -Dental, , I ~‘Jet, Nursing Ed. I L. I19.1837 In :50.173 1 IAgriCultnre and I I I I Forestry ; 2 '19.4407 I 6 I63.7h3 2 Business and Hotel I I r I Adnfinisi rat) I011 I 7 I17. $839 I 8 61.483- 3 Engineering Ill Iln.8376 I 9 61.063 4 Home Economics I 1 321. 7939 I 2 I66. 932 5 IFine Arts i 3 I19. .3954 I h I65 6 Elementary Education I 8 17.8368 ,10 .60.650 7 language and LiteratureI 9 17.5663 I 7 62. 502 8 Social Science and Social Service 10 15.4297 I 3 66.327 9 No-Preference 5 18.8600 5 64.532 Post-Test Means have been adjusted for initial perforuance {Pre-Test), and for scholastic a:-)titv‘e as measured :)y the A.C.E. Psychological Examination. *Rank refers to standing of adjusted Post-Test Mean Score when compared with Post-Test Mean Scores of other Groups. If Il_[-[[[‘.I,“I|ll|v I I A STUDY OF SELECTED INTLRSST FACTORS AS RELATED TO OUTCO-iES OF TIE PROGRMI OF GENERAL EDUCATION AT MICHIGAN STATE OOLLEG“ By Vietor Horowitz Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirenents for the degree of DOCTOR OF PHIIOSOPHY Department of Guidance and Counselor Training Year l95h .. Vita II . n: I; I. W... , AI. .I... . .yv‘ r t e. 3. V) ~ I. ‘ A . . . ... I. _ .( . ..L . uI. Iv I . . . .J IA .1 .l W... . n.“ C .\ (A \ 4i. . . .. . . \. . J .r. ... . .. I. L . 2. 3 .l I .. . I a a o . w . , ..- .. ,. .. __ . . . ...! «... i-.. I... I.) . . _ . _ .. II . --. .... . .o 1 a, ... . 2. I. If I . ~ t \ It h. i .. r... .. .1. 3 .n ... .In 9 o . . lb .. .. .. .. ... . .... V. l ...._ h .. Ia. . .J I «In ...... .. . 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TABLE OF CONTENTS ChAPTER I Introduction to the Problem Background of the Study Statement of the Problem Definition of Tenns limitations of the Study Plan of the Study CHAPTER II Statistical Design of the Study Selection of the Sample Collecting and Assembling the Data Pre-testing and Post-testing Programs The data sheet and I.B.h. card CHAPTER III The Test Instruments Test of Critical Thinking - Form A Reliability Validity Itun Analysis Test of Critical Analysis in Reading and writing Reliability Validity I Item Analysis Data Inventory of Beliefs Reliability Validity Item Analysis Data CHAPTER IV Analysis of the Data Test of Critical Thinking - Form A Test of Critical Analysis in Reading and writing Inventory of Beliefs Summary of Results Test of Critical Thinking - Form A Test of Critical Analysis ih Reading and WTiting Inventory of Beliefs H +4~axoxorar~ 13 20 25 25 27 CL‘JIPTER V Discussion of Results and Implications Arising from these Results Statement of Research Objectives and Results Test of Critical Thinking - Form.A Test of Critical Analysis in Reading and Writing Inventory of Beliefs Results of Ranking or Comparison of Gains Implications for a Progran of General Education APPENDIX LInITED BIBLIOGRAPHY IN THE AREAS OF GENERAL EDUCATION, STULRNT IATERESTS, CRITICAL TEIhKING AND EVALUATION inl‘llL'lllIKffif‘fll‘ll‘lI‘fl’l-I‘l‘l‘l 'll x II III IV VI VII VIII IX XII XIII LIST OF TABLES Simplified Presentation of the Major Formulae Involved in the Analysis of Variance by Co- variance Adjustment Sequence of Operations Involved in the Analysis of Variance by Covariance Adjustment Number of Subjects in Fall Pre-Testing Program Number of Subjects at Time of Spring Post- Testing Program Comparison of Derived and Raw Scores on A.C.E. Psychological Examination List of Sets of Data Tested by Chi-Square Technique Computation of Chi-Square Test of Representat- iveness Between the Final Working Sample (N8596), and All Entering Freshmen Tested (N'l942) Coefficients of Reliability - Test of Critical Thinking - Form A Inter-Test Correlations Between the Test of Critical Thinking - Form A, and Other Test Instruments (Fall, 1951) Inter-Test Correlations Between the Test of Critical Thinking - Form A, and Other Test Instruments (Spring, 1952) Correlations Obtained Between the Test of Critical Thinking - Form A, and Some Measures Used in Various Colleges Cooperating in the Study Summary of Studies of Reliability for the Inventory of Beliefs, Form I Inter-Test Correlations Between the Inventory of Beliefs and Other Test Instrummts (Fall, 1951) 17 19 21 22 23 23a 38 39 LO LO AS A? n- I ’7 ~.‘ I‘"‘ INNV§ ad“- 7" \ NY I ‘4 ,_ N} o I XIV XV XVI XVII XVIII XIX XXI XXII XXIII XXIV XXV Inter-Test Correlations Between the Inventory of Beliefs and Other Test Instruments (Spring, 1952) Code Designafions for the Various Preference Categories Calculation of Total Sums of Squares and Products and Correlation Coefficients for the Test of Critical Thinking - Form A Calculation of Within-Group Sums of Squares and Products and Correlation Coefficients for the Test of Critical Thinking - Form A Calculation of Adjusted Post-Test Means of Scores on the Test of Critical Thinking - Form A Analysis of Covariance and Test of Signific- ance of Adjusted Preference-Group Means for the Test of Critical Thinking - Form A Calculation of Total Sums of Squares and Products and Correlation Coefficients for the Test of Critical Analysis in Reading and writing Calculation of Within-Groups Sums of Squares andf Products and Correlation Coefficients for the Test of Critical Analysis in Reading and Writing Calculation of Adjusted Post-Test Means of Scores on the Test of Critical Analysis in Reading and writing Analysis of Covariance and Test of Signi- ficance of Adjusted Preference-Group Means for the Test of Critical Analysis in Reading and writing Calculation of Total Sums of Squares and Products and Correlation Coefficients for the Inventory of Beliefs Calculation of Within-Groups Sums of Squares and Products and Correlation Coefficients for the Inventony of Beliefs A8 51 55 56 58 59 62 63 65 66 69 7O 1.x VI XXVII ‘iVIII Calculation of Adjusted Post-Test Means of Scores on the Inventory of Beliefs Analysis of Covariance and Test of Signi- ficance of Adjusted Preference-Group Means for the Inventory of Beliefs Comparison of Adjusted Post-Test Means after Pre-Post Test Period of One Academic Year 72 73 79 CHAPTER I Introduction to the Prgblan The topic, 'General Education', and the deveIOpment of programs of general education, have become in the past ten years both matters of consuming interest and of marked disagreement. Some of this disagreement is semantic in nature, some of it is due to fundamental differences in phiIOSOphy, and much of it is caused by different and frequently unverified hypotheses. The discussions and the programs have generally taken into consideration almost every factor except the most important one - determination of the changes in students brought about through emperience in a program. Unless and until something concrete is done in determining the significance of a given approach through collecting evidence on the student growth induced, there is little real basis for espousing one viewpoint or program over another. (55:1) It is with this "most important" factor that this study is con- cerned; that is, with the determination of the changes in students brought about through experience in a program of general education. Background of the Studgg This investigation, one of two parallel studies jointly planned and executed by the writer and Carroll h. Pike, Jr., respectively, is designed and planned as a study supplementary to that being carried on by the Cooperative Study of Evaluation in General Education of the American Council on Education. This latter evaluation study, hereafter referred to as Th3 Cooperatiyg Stugy, was organized in 19A9 under the sponsorship of the American Council of Education and, under the direction of Dr. Paul L. Dressel, developed the test instruments used in this investigation. - 2 - Since one of the themes pervading this entire dissertation is its relationship to the larger or "parent" study, it would probably be ad- vantageous to make some brief mention at this point of the organization, purposes and activities of the Cooperative Study. A final report, to be issued later in book form, will include a comprehensive summary of the purposes and mode of development and Operation of the study, technical reports on the evaluation procedure, and on the accumulated data of the Cooperative Study. however, in order to develop more adequately at this time the back- ground of this research, it may be advisable and pertinent to elaborate just a little on the major purposes of the parent study as given in the article by Dressel and hayhew (57). These major purposes were: 1. A focusing of attention on the need for research and evaluative activities in general education and, associated with this, an arousal of interest on the part of general education staff in initiating such activity. 2. The develOpment of improved evaluation pro- cedures and the collection of actual evidence on changes made by students in regard to general education objectives. ' 3. One or more publications which, by presenting new developments in evaluation and some evidence on the outcomes of general education, might point the way to even more definitive research and challenge others to undertake it. It will be evident, then, that this dissertation is planned as a step along the paths pointed out in items 2 and 3 above. In addition, as the test instruments used in this research were those developed and used by the Cooperative Stugy, this local ap lication of these nationally -3- developed instruments may be considered as a further validation study of these instruments for this particular purpose. A still further tie with the parent study lies in the fact that the population used was one of the several groups, or samples, selected by the Cooperative Study for its own research purposes, and therefore some of the initial, or pre- test data are the same for both studies. Statement of the Problem The general purpose of this study is the evaluation of certain aspects of the General Education program at Michigan State College with relation to students' interest areas. More specifically, the objectives of the study are as follows: By means of the Test of Critical Thinking, the Test of Critical Analysis in Reading and Writing, and the Inventory of Beliefs, as develOped by the Committees of the COOperative Study, A. To attempt to determine whether, over a period of one academic year, and within the areas of Critical Thinking, Ability to do Critical Analysis in Reading and Writing, and Level of Maturity of Beliefs and Reactions, change or gain can be dis- covered in Freshman Students. B. To attempt to determine whether, within the areas of Critical Thinking, Ability to do Critical Analysis in Reading and Writing, and Level of Maturity of Beliefs and Reactions, differences can be distinguished between the change or gain of Freshman Students in the various interest categories, or major areas of study. Defini tipgr of Terms The Pike Study - refers to the inquiry being carried out by Carroll n. Pike, an aovanced graduate student in the Department of Guidance and Counselor Training at Michigan State College. Simultaneous to the planning of this study, hr. Pike was planning a research design closely related to the overall objectives of this investigation. Recognizing the many advantages to be gained from coordinated planning and execution steps were taken to integrate closely the two studies, thus making ‘sible the elimination of needless duplication in the collection of test data and information, and facilitating the cross-checking of the statistical work. The Bike Sgggy_utilized the same test instruments and the same population as does this study. 5233913 1.7%}:- is d 3.111- CtIde ts - refers to those students who, because of proven superior proficiency or ability in one or more of the Basic College subject-matter areas 1 (in this case, the area of Communication Skills), are permitted to take the final third-term Comprehensive Examinations 2 at the end of only one or two terms of academic work in those areas. Thus they were not readily available for re—testing at the end of the Spring Quarter along with the other members of the original population. ‘ —“—-'--—r .-- l The Basic College was established as a separate administrative unit in l9ht, in order to provide all Michigan State College stmients with a broad program of basic education, or "general education", as it is often called. The major purpose of this program is to help students to live more intelligently in a free society. The curriCulum consists of four comprehensive courses: Communications Skills and Natural Science, usually taken during the Freshman Year; and Social Science and Humanities, usually taken during the Sephomore Year. 2 Final thirddtenn Cq prehensive F.anination - Final term grades in the “basic courses are partially (30,») determined by a two-hour cor spre- hensive examination given at the end of each terza of a basic course. (The remaining 507a is based upon the in.7 “trxct )r’s evaluation.) The examinations are cumulative and increasingly comprehensive from one term to the next, that is, examinations for the second and third terms include materials from the preceding terms 93 well as materia of the current tens. I u - ‘.V‘9 ‘6 huz. \v I. ... ‘ “'e.‘b,‘ ”fist” -5- A.C.E. PSVChClCEJCal Bagginstjon Scorgg - The "i" score, de- signed as an indication of the ability involving quantitative reasoning, is intended to indicate ability involved in scientific and technical curricula. The "L" score, designed as an indication of linguistic ability, can be considered significant for curricula involving the study of language, literature, social studies, etc. The total or "T" score, a combination of these two scores, can therefore be considered as an indication of general academic aptitude. Critics; Thinking - It is recognized that ability in critical tihinking is not a sirgle ability, but is a complex of only partially- rwslsted variables. In the development of the Test of Critical Thinking 'tlie'fOIlowing Variables were considered to be a cross-section of those major components of critical thinking, for which objective tests could be devised. (525:1) 1. Ability to define profihms (to reocgnise evasiors and to select the most inclusive statements of relative factors.) 2. Ability to select pertinent information for the solution of problems. 3. Ability to recognize unstated assumptions. 4. Ability to select relevant and promising hypotheses. 5. Ability to recognize the struccure of an argument, to make valid inferences, and to distinguish valid from invalid inferences. Therefore, the interpretation of critical thinking as used in this reSearch refers to these listed and defined abilities. gritjcal Thinking _§st - £233 5 - The CrLtical Thinking Test - Fonu A, an instrument consisting of 57 items stated as objective-type test questions, is designed to measure the ability of college freshmen and sephomores to demonstrate the above-mentioned abilities. (See copy in Appendix.) lgxgntpry pg ggliefs - an instrtment consisting of 120 statements tiih which students are eXpected either to agree or to disagree, provides oyininraire evidence on the statements themselves, and also yields, as a total score, an index of certain aspects of personality structure. "The fundamental assumption underlying the lgvgntggy’gg ’glipfr is that the objectives of general education can serve as a base from which may be inferred the model organization characterizing the personalities of'those most adaptable to the purposes of general education." (527:4) (See cepy in Appendix. last 9:. 22.2152}???- salssts at Ldmz. ass yeasts - The first wt of‘tkds test presents studerts with three passages dealing with the Stfloject of the good life. These passages, drawn from.Thoreau's walden, from the Rubaivat, and from the "Sen-ton on the hount", are. followed by cunestiors requirin; the stun at to make comparisons between the three {maints of view espressed in the three passages. In the second part of the test the students are presented with an exact reproduction of a student theme comp ring the three points of View, and are then asked questions concerning the general writing ability dauonstrated in the theme. This test has been preceded by some original work done by Paul Dicderich of the Educational Testing Service in connection with his U.5. Armed Forces Institute in the early 1940's. (See COPY in A? endix.) - 7 - lattaionsp“ the. Stats: ‘_5 One of the limitations of this research lies in the fact that it was designed and executed as a study sup lemrntary to that of the Qggpergbigg Study. The instruments used and the population being tested and studied had both been selected in advance, and the initial or pre-test information had already been collected by the time this stidy was planned. Had time and facilities been unrestricted, it might have been possible and better to refine further the instruments and more exactly select the sample - yet” if this supplementary study were to be of material value to the whole figoperatigg E3292) it was imperative that its results be available at somewhat the same time as the others. Nevertheless, the instruments were <3arefully exauined and available preliminary data were carefully studied laefore the final uecision was made to use them. This particular aSpect is more completely discussed in Chapter III. Similarly, the population or sample was carefully studied and analysed for its representativeness of the whole freshman body tested. As will be shown in Chapter II, while statistical tests later proved the representativeness of both the initial as well as the final working popula- tion, theoretically, it would probably have been more desirable u: control the selection of the sample more carefully. This was, however, administra- tive13r impossible for the purposes of the Cooperative Study and in view or the! fact that this study made use of initial data gathered by the parent teStifug group, the limitation must be accepted as applicable to this study a3‘weldl. - 8 - A second possible limitation of this study lies in the fact that later evidence collected by the Cooperative Study cast considerable daubt on the reliability and validity of Fons B of the.9213i221.2§i¥¥i§3.2§$§° This was, in part, a result of the fact that portions of this form were cevel- Oped from material remaining after the best items had been used in con- structing Forn A. Nevertheless, for the purposes of this study, the effective working sample for this particular test was reduced by almost lialf, as a result. Again, even though later statistical evidence showed 'that there was no signifiant difference between the groups that were .given Forms A and B and the entire tested population, this factor'must tae considered as another possible linitation of the stmiy. A third factor which must be considered as a possible limitation of tfliis study has its basis in the manner in which the test instruments were adndnistered to the population. Originally in the Fall pre-testing pro- gram the three test instruuents were administered along with other tests of the Cooperative sgggg, during the Orientation Week of 1951 3 and during the sane general period as that in which the entrance exaaination battery was given to the students. It must therefore be assumed that the high motivation factor usually'associated with this first contact of freshmen with the College entered into the performance registered on these instruments. However, M— __ 3 Qfiifiizgggigp Week - The first week of the Fall Term is known as Orienta- tuion Week. This is the paiod during which stuneits meet with their Exirollment officers or advisors, and register for the courses they Vtill attend during the tenu. Freshman students and new transfer Students are also required to take Special Orientation Examinations. These may include such tests as the A.C.E. Psychological Examination, the Cooperative heading Test, Hearing, Speech and Swimming Tests, as well as examinations rekted to the various basic courses. VI.-; ‘ “a 'a.. u . “—— 7? 0’" . h‘.~-'e as: '9 .h. 's- In-, .-. ‘V‘.’ p:‘ u‘ 'v ‘ n'. ‘ ‘ 'Dr - v. :"' .- 0.. d.‘ ‘ 4 ... _ 00,. v ’ n. .e: :o‘ . -‘ was: !_ " '\ . M3 .2» ‘ A.‘ u D. .-V “‘ 'Msli . h i .r:_ Q...‘ In" 5‘ :‘ A.~J «- ‘- ‘ -» hik'l' ... O A .2 fig ‘ u“ _‘ "l“"". s ‘ ‘3‘ A V ‘ - . . . . . l ‘1 I! an n- '- -\\ 'I . u ‘ . ". A. .V in the Spring post-testing ,rorran, only one of the instrihants, the Test of Cri.1cal Anrlr is in feedin: nd nritinw, was administered in a paralLel situation. This test was given as part of the year-end Compre- hensive EAaum ation in the Co municat1on Skill .8 course, and one might assnne that 3 hi 3h degre e of moti vatinn existed in this situation as well. However, the re-tests of the othe .r two instruur-nts, namely, the zest of Critical Thinking - Forms A and B, and the lflY““C“rI 9:,ggggggb ‘were administered in released time made available by the Department of 1Hr t- ‘ten and Spoken English, or Department of Communication Skills, as it is xiow known. One of t e con~iitions imposed by the departmeh at on t1 is phase oi'the re-testing program was that the students must be informed that this sees an eAperhuental testing program only - and that it would have no effect or'bearing on their final standing or grease. One might well question, tlien, whethe this did not create a mood that was entirely different from 'that existing in the other testing sitiations, es p cially insofar as the motivational aspects were construed. A fourth factor which must be introolt in any considerat1o: of P05“: 01 elimitatious of this study arises out of the fact that it was not 9 POSsible to reach or re-test the 118 students who fall into the thR-gut 5 category, or the 182 students in the Q990131‘F9n “195 ion and gflggjé in Reading ani ,ri in: u-m—~——-—-.H :H .‘> (J *7 .3 01"” [MD C~t330ries. Since the I§§t.9£ QEEEiC? was tC) bea admin Mt rei as part of the year-end examinations, it was de- \— ‘fi “.H‘C. -~--- - 1"“ A {he 13r0n~ort Caterorv - r~1er3 to those students who, for one reason W. -.— W- --.'_‘ . ‘ . <3P another, either leave as howl be1"ore the en of the academic year, Or'fail to return after t1.e P >.ll or inter quarters. The QCSQRC Cate ‘ogi - refers to those stuceits who, because of illness or other iac ors, were abse tfrnm tieir classes dur1.n~ the week in Which the po 9 t-test eAaminations were administered. 11'an .. ‘1‘: 1 ‘5 s o t v. o v ... u s a . {e ... . o . Cu ... «U Q . V.“ .‘ . a .h. Pd. ’ a. who CJ ob uh I . I '0 9,! a. It 9-» Inc :1. Rd . . C. . . .1. uk .5 “I O .pu ‘4 Q... . g . a 3 9o P1 95 .... a v a Q ~ . o v 1 \ .v A... ..a .u u .w p o no r: ..u p.“ V1.5 it} .F- .- 93! ah ab 3 9! no . Nu. 5% u § 5‘ Q‘ 1 1 1 I 1 | l er; ‘1" fin: I‘ J 11“ A..- :5 ‘d if-e h J‘: - 10 - cided that the other tests should also be given as late in the academic year as possible so that the elapsed "time of growth" would be nearly id- entical for all three instruments. This was done. However, one con- comittant factor which then arose was the lack of time remaining to seek out and re-test all who were missed in the regular course of events of this testing procedure. An attempt was made, during final examination week, to rectify this factor, but lack of interest and cooperation on the part of the students xgho were already burdened by examinations forced the abandonment of this Islan. Another factor which may or mzy not be considered as a limitation of’this study, but which is certainly worth further mention, concerns the Ilength of time, or "period of change" allowed to elapse between test and re~test administration. Again, because this study was intended in part as a supplement to the Cooperatizg Stufiv, the test - re-test period was made the same as for that project, namely, one academic year. It is possible that a reetest administration at the end of each academic quarter would have been preferable, especially since students who were to drop out during the year and so become unavailable for the final Year-end testing, would have been tested at least once and possibly CWiCe hmfore this time. On the other hand, it is by no means certain that an elaypsed-tiue of one academic quarter between testings would have been sufficzient for significant change or gain to have taken place. Quite pOSSiblgg too, some of the "originalness" of an instrument such as the t_i_ Of'Critical Thinking would h-ve been lost by to ofrequent administration - 11 - mamas files: In the following chapter an attempt is made to explain the design of this study, the statistical evaluation procedure used and some of the reasoning behind the plan adepted. A discussion of the representativeness of the sample and some of the statistical data involved in its determina- tion are also included, along with a description of the data sheet used 'to gather and combine the raw data. Some mention is also made of the man- xier in which the collected data were coded and adapted for use with I. B.L. «sards. Chapter III includes a review of the typical procedure involved in tflie development of the instruments used in this study. Specific reference :is made to the Test,g§ Critical Epinking, Form A, as representative of the xnethod used on all three instruments. In addition, such pertinent statistics and data concerning the reliability, validity and item analysis of the three test instrwnents as have been made available by the 99- MM Edy in the Instructor's Manuals for these instruments, are» swmaarized and set forth in order to present,within a single unit, as Camplete as possible a picture of the total research situation and of the instruments used. Chapter IV includes a presentation of the data collected, the Statistdcal treatment of the data, and the results obtained by the use of the 25553‘9£_Critical Thinkinr, FOILfl A, the Test of Critical Analysis in m‘r. g ~~—-—.~.- . --.--‘.- --0. ~ Le3diflo and writing, and the Inventory of Beliefs respectively. Chapter V is devoted in part to a discussion of the relationships between the results obtained for the individual instruments in the pre- ceding chagter when seen as complemvntary parts of the "whole" stmdy rather -12- than as separate units in themselves. A suwnation of all obtained results and presentation of some conclusions which seem to be warranted at this time is also included in this chapter, along with a discussion of some implications for further study which arise from a review of the procecl res used and the results obtained in this study. Some general- izations for general education which seem to be apzropriate are also given in the form of hypotheses requring further consideration and study. ho attempt is made to include a camprehensive review of the litera- ture which exists either in the area of general education or in the area of evaluation in general education because these subjects are being dealt with rather extensively by the Cooperative St :dy of Evaluation in General Education in its sew-era]. published articles and in the major publication to be brou;ht forth in the near future. However, a rather extensive bibliography of material pertinent to the tepics of General Education, Student Interests, and Critical Thinking is presented at the. end of Chapter V. No attempt has been made to make this a canpletely‘exhaustive bibliography; instead, the references have been prepared in commotion with The preparatory work done as background for the development of this re- search plan, and therefore pertain rather closely to this problem area. C.L."LLQ Tm II Stati_jj real Den~cn of the §tudy The purpose of this resear ch he s be:n defin ei as an atten at to stucly the factor of change, and more specificallv, the change in stud ents when cansiiered. in the light of tn‘eir own major inte est areas. This matter of chan;e may be considered one of the bases of the entire educational procefi - for the purpose of educ= etion is to guide stidents .from wherever they'maj happen to be toward SOLE specific objective or ,goal. However, while there is usual.y little q; stion abo:t this basic zassmnptio1, quest 10 -s are freqaeitly raised concernin; the act al pro- 23333 of hangs, such as, "How successful is 11is or that tem‘ NA1“8?" or‘"'ha t effect dees eitIa-curricul ar experience h ve on tie rate of leanin mg?" There have been many attenpts to answer these and other re- lated questions, utilizing many different apprdaches. One such approach, making use of objective tests administered before and after a particular educational eXperience, has been used in this study. Here the partLCilnr educational eXperience being evaluated is the effect of one academic year 0 OJ. C0115. C) e work, with particul: r attention to the students' major areas Of‘bntertst or "stated area of intended specialization". What would at first glance aprear to be a rather straightforward raseaznch question requires the develOpment of research designs and Statistical teChndnques which are not quite so straightforward. A rather perplexing Problenn for which no simple or clearcut answer is a'ailable arises when the question of change or gain;, involvin5 the use of pre- and post-tests. - 14 - is considered. At best, there are two possible approaches to this problem: (a) the so-called "Classical" or traditional method in which the differences in gain for the various groups are tested against each other by the use of their standard error of differerces, and (b) the "Covariance Adjustment Technique", which is outlined below. in both instances the intention is to discover and account for, as much as possible, whatever initial differenCcs exist so that the final differences will reflect chanée resulting fran the educational eXperience rather than from differences in ori5inal status. The "Classical" method would consider nut change as the final difference between the groups, (xirrected for their initial difference. The assumption underlying this ccnicept is, however, subject to consiuerable question for it presumes that eackltufii.of difference in final status is produced by a corresponding unit; of difference in initial status, or as hchenar states, "This type of euijustment implies a one-to-one relationship between initial and final scorwss." (535:3h2) He then goes on to state that, "Since a perfect CorreCLation is never found or even ap reached in practice, one may cpwstcion.whether the usual procedure of comparing changes is realiy defens- ible-0' (53231.2) There is no question about the need for correcting the differences obtairuui on the final post-test for differences in initial status. The Fnfihmary difference, insofar as this aSpect is Concerned, lies with the Huinner in which the adjustment is made. The "Covariance Adjustment Techxanue", as it is described in hchemar, Chapter 15 (535:318-330), PPOVides "...a method, based on predictions by means of regression equations, of COIuecting the final means for differences in initial status, with - 15 - prOper allowance made for the degree of correlation between initial and final score." (535:342) Another important factor which must be taken into aCcount when considering these two possible approaches is that they do not necessarily yield similar results. As henemar points out, ....now the ordinary and the covariance methods of testing the significance of gains differ not only in the correction or adjustment to final means, but also in tie resultant sampling error. The ordinary technique uses a standard error which definitely includes, either eXplicitly or implicitly, the variance for both initial and final scores and the correlation of initial with final, whereqs the error term used in the COVsriance method is a direct function of the degree of correlation and of the variance of the final scores only. In other words, tie net differences being tested are not the sane, and neither are the error terms the same. In general the two methods will not lead to the sane leVel of significance for a given comparison. (535:343) immarefore, the question then became one of deciding which technique to use for the analysis of the data in this study. From a brief overview or tile material at hand, the weight of authority seemed to lie with the Covarfiiance Adjustment Technique. In Chapter IX of Design 9: Experiments, Professor H.A. Fisher discusses the different correction possibilities. (532) however, he himself then proceeds to use the Covariance Technique. While it is theoretically rather easy to design an experiment “tilidzing groups which are comparable on important variables, in actual practice this becomes an exceedingly difficult task. Quite often, umal't-erable circumstances compel the use of groups which differ in re- SpeCt to these important Variables. In such cases, it is possible to make statistical allowances which permit valid inferences to be drawn. -15- It might be well to consider for a mement an example of such an occurrence in order to clarify just what is meant here. It might be stated, for example, that one fundamental objective of the I'Lichigan State College Basic College is the develormel‘t of the students' ability to think critically. Now, it might be desired to test the hypothesis that students in certain interest areas show greater gain in this ability during their freshman year in college than do students in other interest areas. However, a single test administered at the end of the freshman year in the Basic College cannot be used as a measure of group growth in this ability since such a test device would presumably reflect not only gain over the period of one year - but would also be a reflection of initial dif- ferences existing at the beginning of the year. This, of course, follows the assumption that students do not come to the College as tabulae m, but differ markedly in their ability to think critically at the time of their entrance into College. Thus, it becomes necessary to provide a pre-t est of critical thinking ability at the beginning of the College Year in order to obtain an indication of the existing initial differences. This: then, becomes a means by which final differences may be adjusted in order that an accurate estimate of group dif:‘erences in gain over the period of the academic year might be made. Table I is a swnmary of the steps involved in the process of Analysis °f Variance by Covariance Adjustments as used in this study, together with a simplified presentation of the major formulae involved. In Table II a further explanation of this process is given in skeletal form. \N. ..W \ ,u spenvm amewssae - . 1.1. .. It ~t!,-‘.“‘ I .jli‘. H I x _ H a x u z N .. z Sevres.“ mo 3.3on .m cdmflsvo\m5.$wka¢uAcwnpfizvm .mflSHE Admuouvo\:wpova¢uAHwaouvm .3... how meumssdm mo ass empmshea .m .munemmzpmnvo\nemespenvmw Aeaznasvo\Aeaapazva Adapopvo\AHapouva ass .s rep.r-... ;-a--.__-: h z. , 1: Nux anxuz Nuz know 5300.5 90 neonmoo .o Aeeeaponve» nemmsponvm» Anaesaxvp» Anaesaxvmx u Aaasopvo\_fiampoavm> paoaoae 33545 a €233 a .b A133 a £28 833830 .m H .. x _ x ... 2 H u 2 scene: mo seamen .4 h...) . «96 .m w $-35 «a ” $.25 a 3 a; N N ..w. N 3 now 3.85% mo 55m .m «Ahab Em 3-2: we . C .95 a as ..e . N H N 3” new agenda mo 36 .N 9.698 mg n use n us“ A» as; am amoraem fiefiz flammummmv Ame .oz manna .emsoaoz cod: nonemv mezmaenpsaa moaaHxasoo Hm moz lo nanNquq H Emery Changes: m TV .3523 go as A .7909. _ a. an Legend - Table L: £2 sum of the sums individual joint or group (any particular group) pre-test scores pre-test mean (grand mean) pre-test mean of any group sum for groups considering the number of individuals (1) per group number of gmups -19- TABLE II SEsUliieCE OF OPERATIONS IM/CL‘JED IN THE AMLYEJIS Of‘ VARIANCE BY CO'v'ARIAlJCE ADJUETLTLNT 1. Obtain the £933}.- Sun;s of squares or products - and then apply the correction terms.. - (For Total Group) 2 . 2 ex. ZY2 - iEXl_ 5 2x2 - Lag). l h LAY - i§§)(§Y) N 2. Obtain the 133332ng Groups Sums of squares or products - and then apply the correction terms. .‘ 2 2 2 , 2 . $5312.... .9322— 921,12. - (m n1 n2 nj N 3. Obtain the Within Gmups Sums of squares or products - (Total sums, etc.) minus (Between Sums, etc.). L. Develop the following data:- Source of {agrees of SSX SJhY SSY Degr+es oft .Jrror cflm Mean Yf‘lfltann rkenom "___-m "C"_ _jfgg'-wgs" L Freedom _“L Fetinmtp‘.1_.__:__ were --_, """"" l"’"'"""'*“ """ lotal E N’l CT AT ET 1 N’Z t 1 Between ‘ 1<:-l 03 AB BB 4 k-l ; * ~ * __ | K“). hithin l N-k Cw 13w Bw I N’k’l ' ** I *f h-k-l Adjusted. sun. of squares for Y (post-test)- ErrOI‘ of Estimate - B - 5.2. ‘ F . _Mdi. Lei? Scores (Betweflu: c I Adj. rm mScores (fithin) ! Total Error of Estimate A 2 , a: r Cl ' k—l B I - ’35?” " tht’vn Error of Estimate I ""1; '1: a To .. + ' .3- - talkC d. R. Wi hinE of E. ‘ - 20 - A rather complete and thorough CiSCMu‘jCN and explanation of the whole process of Analysis of Variance by the Covariance Adjustment hethod may be found in McNamar, Chapter XV. (535:318-330) 23333212253: of the Sample The group or sample “Opulation used for the purposes of this study was selected from all Freshman men and women students entering Midiigan State College at the beginning of Fall Term, 1951. All entering fresh- men were utilized for one or another of the several research designs being conducted by the Qgppegatiye Stud}; however, the extensiveness of the total test battery rendered impractical the possibility of ad- ministering all tests to all subjects. Therefore, groups or clusters of students were selected more or less at random as they came through the registration process, and were assigned to one or another of the research designs. Thus only a portion of the total entering freshmen were used by the particular research design utilizing the three test intruments with which this dissertation is concerned. However, it is with this particular portion of the total group that this study is most directly concerned. This entire pre-testing program had been carried out prior to the inception of this study, so that when it was decided to proceed with this supplemental research plan, permission was obtained from the QESEEFéPiX§.$§R§3.t° make use of the samples used and raw data already obtained. - 21 - Thus, fron a maximun potential population of 19A2 students entering Michigan State College as freshmen in the Fall of 1951, 896 were avail- able for purposes of this stddy. These 896 students represented the total number of cases that had completed all three tests during fine 99222222333 Stggz pre-testing program, and for whom complete and usable biographical data was available. In Tables III and IV an explanation of the numbers of subjects in- volved in both the Fall pre-testing and the Spring post-testing programs is given. TABLE III flgggggigfijgggfigfigLigHggll Pre-Testinggprogrgn Initial working Population for this Study 896 Population utilized by other research designs 1046 Total Freslman population tested by 933353;,ng M 3‘75. TABLE IV . . x ' . " ' _, ' his or _o f Sums CiLiEllifi..9.€.§P£lnfi £9.22. intimidate. Final working population utilized by this study 596 Drop-Outs during the academic year 118 Special Permission Students and Absentees __lfig Total 896 The next step, therefore, appeared to be the need for establishing whether or not the final pOpulation used was truly representative of the entire freshman pOpulation. It was decided to try to establish this on the basis of their total scores obtained on the American Council of Education Psychological Test. It was also decided to utilize for this - 22 - purpose, the Chi-Square (K2) test of gondnesg pf fig. That is, to check whether within the limits of chance sampling, the frequency dis- tribution of this final working group is of the same type as that of the total poeulation. Or, in other words, whether the observed frequency curve for this working sample can be fitted to that obtained from the data available for the whole freshman population tested. Before proceeding with the statistical treatment and the results ob- tained therewith, it would probab1y be pertinent at this point to digress for a moment and to consider the method by which the scores on the A.C.E. Psycnological Test were handled. These scores are the results of tests administered during Orientation week as a part of the regular college- entrance examinations, and are taken directly from the official listing of the hichigan State College Board of Examiners. The raw scores were con- verted into Derived Scores based upon Michigan State College nonas for the 19t9 edition of the A.C.E. Psychological Test. Table V shows the A.C.E. Psychological, - "Total", "L" and "e" raw scores; the Derived Scores; the percentage of cases included in each category, and the percentage of students at or below each Derived Score Category. TABLE V Derived A.C.E. Psychological Test Raw Scores % of Cases in % of Students Scores "Total" Score "L" Score "0" Score each Category at or below each Der.Sc. l _ T___ _Eat eagy W l 0-5h 0-33 0-14 1 l 2 55-59 3h-h0 15-23 3 L 3 70-82 Ll-hB 24-31 8 12 h 83-94 49-56 32-36 16 23 5 95-105 57-6h 37-h1 22 50 6 106-119 65-73 A2-h6 22 72 7 120-132 74-8h L7-52 16 88 8 133-lhh 85-91; 53-67 8 96 9 1n5-159 QS-IOA 58-6h 3 99 10 160 and up 105 and up 65 and up 1 100 - 23 - In other words, the "decile" scale has been replaced by a standard ten point scale of "derived" scores ranging from one (lowest), to ten (highest). This derived score scale results in a reduction of the number of individuals in the extremes and in- creases the number in the centre of the scale. Therefore, under this system the extreme scores become much more significant as in- dicators of superior or inferior ability. Returning now to the subject of the computation of Chi-square tests of representativeness, after consultation with the Guidance Committee, it was decided to test the following sets of data: 1. 2. 3. A. Final working sample (n-596)vs. All Entering Freshmen tested (nel9h2) Final working sample (n-596) vs. Remainder of Freshmen tested (n'10h6) Final working smnple (n-596) vs. Original "Fall Term" working sample (n-896) Those in final working sample who had taken Critical Thinking Test - Form A (n-BOZ) vs. those in final working sample who had taken Critical Thinking Test - Form B (n-29A) 'The data pertaining to Set No. 1, that is, the Final Working Samplga (n=596) vs. All Entering Freshmen Tested (n'1962), "33 analysed as shown in Table VII. f“ ‘ v. ‘j‘ ‘ 7.}. I. J TABLE VII 00113111111011 0? cal-5.112.113 TEQT OF REPREfiELTfiTIVE-N 1:35 Bart-r5311 T311“. FIAAL WORhInG sAnPLE (N-s96), AND ALL ENTEfiING FRESthh Tssrao («=1962) Derived Scores "All" Freshmen Final Working a t a' P= :1 , a? ACE "Totals" a' Sample a a a 0 10 1 * 11 I .09091 9 .09091 9 so 11 61 .18033 E 1.98j63 8 127 31 153 .19620 5 6.08220 7 270 l 62 332 .18675 11.57850 6 487 I 179 666 .2587? ‘ 48.10983 5 QABA . 133 567 .23457 31.19781 1 L315 1 101 419 E .24821 25.8138h 3 $161 V 51 212 ' .2105? 12.26907 2 1 72 22 9h .ZBAOL ' 5.1ussa 1 16 2 18 .11111 .2;222 .1.---..-.n.....--- .------...--.i.._..11.111.-----__.-._.._--._-1--. ‘ 1 1942 1 596 2533 _, 112.19699 n2 n1 ‘ P 2(3P) i? - “1 - _5_9,.69. - .23483 a - .76517 n1+32 2538 1 1 .__11 _. X - “E3" 5(a) - 0115)] - C23183)(.76§177 [11.2.1.9689-(596Xo23h83L7 1 - 717969” [11.2.1.9699 - 139.95368] - (5.5651A)(2.53821) -' 14.125491; with 9° freedom‘< 16.919 at .05, or 21.666 at .01. There is, therefore, no significant difference at either the 1% or the 576 levels of confidence between the final working sample and all ent ering Freshmen Tested. H .3 'L f? l’ u i I' f 1: l e f..J \ (J The data for the other thrfu 1 ;“ed in a sinilsr manner with the following results: 1. There is no significant differenCe at either the l» or the 55 levels of confidence between the final working sample (n859o) and all entering freshmen tested (n=l9h2}. 2. There is no significant diffexe1ce at either the it or the 5s levels of confidence between the final working sanple (n-tho). (See Appendii - Table I) 3. There is no significant difference at either the it or the 55 level of confidence between the final working sample (n=SQO) and the original Fall Tenn working sanple (n=896). (See Appendis - Table II) It would appear, therefore, that, within the lhnits of chance sampling, the frequency distribution of the final waking sample is of the same type as that of due total freshmen populaflnn. In other words, sithin the limits of chance sampling, it may be stated that the final worflcing sample can be considered as representatile of the to‘:l fresh— zmu1 gio'qltested. Further. in View of fine fact that, as has been previously stated, ‘ 1t unis discovered that Form B of the Critigal Thinflig; Test could not be ccuusidered sufficiently valid for the purpos~s of this study and est t“ Peufore all statistical evaluations for the Critical Thinking :__‘ ILI VmUlfil have to be based on the results of the Form A group alone, it yrmuai advisable to test the relationship between the groups that had t&9$1 each form. This was done in the same manner as has already been dBSC‘f‘Lll—ixl, and no s‘i,'~.'ni.i‘ic;uit diffie‘l‘I—t‘liqev Was dlSCOV‘flV-fll at either the in or the 56 level of confidence between the frelueney distriautlnns (flTthe two groups. (See Appeniix - Table III.) - 25 - LollectmU and Assam b].in?t he_ Data H‘—H "Id—l.‘ a) Pre-te _tidnr angmggst-+r est Inq ProrraIS. Having considered the questions of the st tist:Ical desim of t.ne study, and of the selection and representativeness of the sample, it would now'probablj be pertinent to consider the manner in which the data were collected and assembled. 4 Permission was obtained frou the 'ooperat;xe fitu (a; for the use of pre-test results obtained in the 1951 Fall Tenn pre-test program for the pepulation used in this investigation. Test scores for the individuals concerned were taken directly from the scored test-sheet, and entered on the data sheet. At the same time lists were prepared showing the individuals' names, student numb-rs, and the fonm of the Critical Thinginc 1:85.} which was administered to them. This last item was of importance 1h] planning the administration of the post~testing progran. The development and planning of the post-testing program posed a great manfif a ministrative problems since major emphasis had to be given to the neeci of assuring an adequate and representative post-te st sample. A PithL plan run early in the Spring of 1952 soon showed the low response thabwould result from.a voluntary test—administration idea, and attefftion was therefore given to the pose i oility of obtaining and “tiljJZing released class time for the purposes of post-test administration. Since it had already been decided by both the 929P§?%§EKEI§EBQI and the hichigan State College Board of Examiners to administer the Test of CritIc al An.a mlysis in Re adinr and ”rit1n* as a part of the Spring ‘u.-__--" Ana-1' --=—.a.-.-. Term Comprehensive testing program in the Department of Communication Skills, there was no need for further concern in this area. showever, as -25... as been mentioned previously in the discussion of possible limitations of the study, a Complicating factor of motivation was introduced at twegmhm. is preliminary investigations had shown that a greater percenta;e of the population could be reached for re-test purposes through the Department of Communication Skills then through any other Basic College Department, the COOperation of this department was obtained for this purpose. This resulted in one two-hour laboratory period in each of the seventy- two sections of Communication Skills 113, that is, in the third term of the basic course, being made available for the purposes of the post-testing program during the last week in May, 1952. In order that each individuel Inight be giVen the same form of the gritical Thiiginq Test as had been attainistered during the Fall pre-testim; prog‘si, soeciil care was taken tC‘Inatch student names and numbers on the revised class lists with the list;s prepared earlier. These prepared lists, with correct test forms added, were then given tO‘ttie individual class instructors together with detailed instruction 3h39t>s, the short supplementary questionz'ire, and packets of tests and anSWTEP sheets. In addition, in order that the procedure of test administra- tiOfi toe as uniPorm as possible, a meeting was held with the members of the Staff of this department in order to orient them to the purposes of the stwfiy'and to the administrative procsiures desired. All students in the class‘s were given the tests, regardless 0 whether or not they had been included in the original Simple popil+tinfi. It was felt that this would be preferable from the standpoint ofxnotiva~ tion and classroom morale. The data for these "non-sample" cases were tirn-d. over to the CO’WQLJLLIC Stuviy. Samples of the pr‘IiLzl c122; ...-J .—-< - '1‘ lists, the supplementary questionnaire, and instructions to flue class- roou instructors, are al1i nclu eri in the Appendix. ‘- b) The Dfi§§i§.99t andmlLP.L, Cand In order to facilitate the collect101 of data and the preparation of such data for transfer to 1.5.x. cards, a so-called "data sheet" was developed. Provision was made for this sheet to include ngt only data pertai-nirg to the two parallel steiiee, i.e., both this and the Bike §flgytg, but also some additional reL teti dat; that may posaibly in furth;r research at a later date. (See Sample in Appendix.) One such data sheet was prepared for each indiViiual, and not only punovided a conven’ent means for the collection and assenbly of data, but, also provided a.fonn on which such data could be colei. In order to faCinitate f;r.her he transfer of the colel data to the I.B.L. cards, Colulun numbers were also placed on the data shes referring to the apPPCHpriate I.B.h. columns in which the coeed data were to be inserted. An exuample of such a code she:t is inclu“ed in the Appendix. 7P0 explain further both the functioning of this data sheet and the ‘M33191‘ in which the raw data was handled it is now preposed to discuss bPiEIlly'each entry together with its code. 'The ngne of the indivinua l was drit.en in at th stop of the data shes for identification purposes in those situations where data were available and idextifiable by stucent name only. This applied particularly to the eata 01te:1ned from the Board of Exaniners and irom the pos “tti t-n; Iro ram. The case numb r assigned to each individual is the same number as that assigned. and used by the Egpfirstivs‘ Study. This makes possible the easy and rapid checking and excharge of data- with that group. Two groups or series of cases may be distinguished in this study. One grow, administered F0114 A of the (initigal Thinking Test, is identified by the code symbol "0" in column one, mile the second group, given form B of the Eritical Ihinling Test, is identified by the code number "5". The following three code numbers, in columns two, thrp, and four of the 1.13.132. card refer to the case number. The complete Case nmuher, including the group designation is therefore to be found in columns one to four inclusive. The age of the indiVidual is coded in column five according to the following code: an individual of age 16 is coded "O", a 17-year-old would be cocked "1", an 18-year-old would be coded "2", and so on up to a subject 25 years of age and older - who would be coded "9". The mate; ial in columns seven and eight pertain to the size of home community and to the father's occupation respectively, and is used in the Pike Study. Column nine was coded according to the students' college status, that is, freshmen were coded "1", SOphomores "2", etc. Although all cases used in this stuoy were freshmen, during the testing program some , transfer students and upper-classmen were accidentally included, and were later sorted out by means of this code. Columns 10, 11, 12, 13, and 15 were not used for the purposes of this study. Column 11., coded according to the size of the student's high school, was used in the Pike Study. - 29 - The raw scores obtained by the students on the American Council on Education PsyChological Examination, 19L9 edition, are shown in columns 16 to 27 inclusive. These scores, taken from the official published lists of the Board of Examiners, were arranged as follows. The "Total" raw score was coded directly in columns 16, 17, and 18, so that, for example, a total score of 113 would be coded as "1" - "1" - "3" in these columns. Similarly, the linguistic, or "L" sub-score was coded directly in columns 19, 20, and 21; and flue Quantitative, or "e" sub-score was coded directly in columns 22, 23, and 2A. These A.C.E. raw scores were then converted into Derived Scores, as has been previously eXplained, and were entered in columns 25, 26, and 27 according to the following plan: Derived Scores for A.C.E. "Total" score in column 25, Derived Scores for A.C.E. sub-score "L" in column 26, and Derived Scores for A.C.E. sub-score "e" in column 27. Raw scores obtained on the pre-test administration of the gritical‘ Thixiking Test were coded directly in columns 28 and 29, and raw scores obtexined in the post-testing were coded directly in columns 30 and 31. ColLunns 32, 33, a;d 3A were used to indicate the change over the period of‘tlae year. The direction of change was indicated in column 32, with a C°d€3 "lfi representing an increase or gain, and a "2" representing a de- crease or loss over the period of one year, and the actual amount of the (”flange was recorded in columns 33 and 3h. Thus, 8 gain over the °“e‘YEar period of 12 raw-score points would be coded and recorded as “1“ - "l" _ "2". Columns 35 through 39 inclusive, and column 62, were used for indicating preference or interest areas. Columns 35 and 36 were used - 3Q - for Fall Term preference, or interest area, and columns 37 and 38 for the Spring Term preference or interest area. These preference or interest areas were coded according to the following plan: 01 - Agriculture and Forestry 02 - Business and Hotel Administration 03 - Engineering Oh - home Economics 05 - Fine Arts 06 - Elementary Education 07 - Language and Literature 08 - Social Science and Social Service 09 - ho prefererce 00 - Nursing Education, Pre—Veterinarian, Pre-hedical, Pre-dental. X or 11 - Biological Science and Physical Science. 12 - Miscellaneous - (not used in final study) A rather important question wiich arose at unis point concerned ‘uaose snidents who had changed their indicated preference or major area of interest during the academic year. For this reason, two of tile questions included in the short questionnaire which was administered at. tte time of the post-testing program were: 1. Have you changed major during die year? Yes.... No.... 2. If you have made a change of major, please indicate what this change was, and when you made i o a) from to ; date Fall Winter Spring b) from to ; data Fall Winter Spring After considerable deliberation,and discussion with the Guidance Cowhitteefit was decided to accqt the area in which the student had been enrolled for the greater part of the school year as the major interest area for that year. Thus, if a student had changed his preference at -31- the end of Fall Term, the area in which he had been enrolled during the Winter and Spring Terms would be considered the major interest area for the entire year. However, if a student had changedlis preference .at the beginning of or dudng the Spring Term, the area in which he had been enrolled for the Fall and Winter Terms would be considered flue major interest area for the entire year. Column 39 was used for the purpose of indicating which coded preference was to be used as the major area of interest. The coded symbol "5" indicated that the preference shown in columns 35 and 36 was to be ued, while the code symbol "7" indicated that the preference shown in columns 37 and 38 was to be used. Later, in order to facilitate the statistical work involved, the preference or major area of interest area finally selected for use was re-coded and entered in column 62. The ecue used here was the same as that used previously with the exception that the "O" prefix was dropped together with the designation for the miscellaneous group which was not to be used in the final evaluation. In a manner similar to that previously described for the Test of Qritical Thinking scores and changes, the ingentory_g£ Seligfiapre-test scor-s were coded directly in columns LO, L1, and A2 and the past-test scores were coded directly in columns £3, LA, &nd 45; while the gains or loss over the period of the academic year were cozed in columns A6, L7, and #8. The scores on the Test cf. gratis-1.1. analysis is leading 2251. 2531.915. also were handled in a similar manner, with the pre-test scores coded in columns 55 and 56, the post-test scores in columns 57 and 58, and - 32 - the gains or loss in columns 59, 60, and 61. Columns A8 to 5A, inclusive, were not used for the purposes of this research study and were coded "0". Columns 63 to 79, inclusive, were left for future research work and were not used at this time. The cards applying to those cases in the initial sample who, for one reason or another,'were not used in the final sanple, were coded in column 80 according to the reascns why the case was not used. For this purpose the following code was used: "1" Dropped out of school "2" - Special Permission Students - who had earlier completed their Communication Skills requirements and who were therefore no longer available forte-testing. "3" - In school - but not re-tested because of excused absence, illness, and so forth. "A" - Test data incomplete. While these cases are not considered in this study, it is planned to utilize them in later research. For this reason it was consiiered necessary to mark these cards as noted above. The coded information on the data sheets was then punched and verified on 1.3.x. cards. (See Sample Card in the Appendix.) The cards were then sorted in different ways in order to secure the desired information. Summary data were secured by tabuktor runs which summarized the size of sub-samples, sums of squar.s, and sums of crosw-products for separate groups of students. The resulting data were then translated into the preper forms necessary to compute the required statistics and to make the desired statistical tests. ChAFTER III The Test Instruments Ewing discussed the actual research problem itself, as well as some of the background of this study, including the reited research prOgrams, the statistical design, and the characteristics of the populatim sample, it would now probably be well to devote a little time to the individual test instruments and to the information and data concerning them that have been collected by the Mffitlfl _S'tlgdx. The ‘_I_'_e__st_ __ griffi‘cpl illinmng will be used. in order to 11 ustrate the manner in which the test instruments were develOped.l It must be emphasised, first, that while this can be considered as typical for all instruments, there were certain factors involved in the develoyment of each that n:cessitated sli ht variation- from this procedure. In general, however, the process was quite similar. During, the meeting,- held in Pittsburgh, Pemxsylvania, in December, 191.9, in which the project was set up and organized, the persons attending diViCed themselves into six comitteezs, (Humanities, Natural Science, Social Science, C mnunication Skills, Attitudes, Values and Personal Adjustment, and Critical Thinking), ani discussed possible ways for the projects to proceed. Each committee specified one objective, or a complex of objectives, in which the group felt there would be considerable interest, and this m-r\~.-——A'--——_r-. The historical. reexmxe presented here was develmied from information collected by persole interviews with Dr. P. Dressel and Dr. L. Iuayhew, of mich'gan State College. -BL- became the point of departure for all subsequent activity. For example, the combittee on Critical Thinking develOped a generalized statement to the effect that "it was desirable diet students be able to think critically about matters with which tLey come in cont ct in the course of their day-to-day living." All subsequent work of the Critical Thinking Conmit‘e~ stemmed from this generalized objective. After this a series of meetings was arranges, one for each of the six areas, and these took :lace during march and April, 1950. At these meetings the objectives set'up in Pittsburéh were restudied, bofixto ascertain their meanings and implications, and to determine how an evaluation study oriented towards them could be develo;ed. By way of example, the committee on Critical Thinking began by discussing what was being done to teach for Critical Thinking by each of the participativd ctlleges, and also, what was being done in order to evaluate Critical Thinking abilities. The committee then untertook a discxssion of what was meant by Critical Thinking. This requhéed the definition of the major behaViunrs which the group belieVed accompanied or entered into this ability. Care waS'taken at this point to ensure that these were nd; philosthical definitions, but behaviours necessar" if a person were to do Critical Thinking, Recognizing the difference betweu: Critical Thinking and Cre tive Thiniin; the group also realized the need for delimitind its field. Then a list of behaviours which.were believed to be important to Critical Thinking was deVelored. The assumption under] ing fie activity of the group during all this time was that Critical Thinking is so eflnng other than just intelZiJence plus knowledge. The committee accepted the dea that Critical Thinking is a skill which requires, in addition to ,J. intelligence and some knowledge, something else - some other factur not \13 X?! readily identified. At this point, before going ahead with any plans for instrmnento aticn, the group felt that it ought to become conversant with what had bee. done, and with what was being done, in the field of measurement of the trait of Critical Thinking. Therefore, during the Spring of 195C, the menb rs of the committee investigated a considerable nunber of tests or devices which attempted, in one way or another, to assess this trait or ability. Among others, these included the watson-Clazier Test, portions of the Yale Aptitude Battery, various tests develoyed at the University of Florida, portions of the A.C.E. Psychological Examination, and of the Ohio State Psychological Test. These instruments were eianined to determine whether or not they co Id be used or adapted to assess this trait. During this same period, committee members were asked to observe, and to have othzr people observe, and to recrrd Sitraijrhs in stick people demonstrated either effective or ineffective Critical Thinking. What was actually involved here was a type of Critical Incident Technique which was of assistance to the c miittee in clarifying, in its collective mind, just what was really meant by Critical Thinking. This also provided the raw materials out of which the test exercises were eventually constructed. During the 1950 summer workshOp meeting the members of the comaittee re iewed the results_of their inwestigetion of the existing instruments mentioned above, and deciding that no available test met with precisely their needs and requirements, decided to attempt to construct such a test themselves. To this end the group prepared a list of specifics develoning even more completely just what was meant by Critical Thinking. -36.. At this workshop the committees in the three areas of Social Science, Humanities, and Natural Science also prepared such lists. Those four lists were now carefully compared, and an extremely large degree of parallelism was found to exist between the thoughts and ideas of all four groups. After preparing the list of specifics concerning Critical Thinking the group moved to develop certain criteria for the evaluation instru- ment, such as (a) the test should not assume any particular body of sub- ject matt r knowledge on the part of the examinee; (b) the test should measure the Critical Thinking gains of the student as a result of a total program of general education rather than as a result of one course; (c) the vocabulary level of the test should be at about the llth grade level. Plans were then made for the accumulation of information concerning situations in which Critical Thinking had been demonstrated, and which could be used to elicit a demonstration of Critical Thinking skill on the part of students. Each of the members of the committee agreed to solicit such incidents from his colleagues on his home campus, and to prepare these in rough form. These were then submitted to students in order to obtain their reactions as to whether the students thought the situations did or oid not elicit Critical Thinking ability. They also obtained inforntion from the students concerning what they thought Critical Thinking ability was. In this way the group members accumulated a great amount of material and information to be used at the winter meeting. This was held in Cincinnati, Ohio, in January, 1951. At this time the committee reviewed - 37 - the various situations brought by the members, in which Critical Thinking sdll had been reflected, and then made definite plans for a test instrument. These plans included the development of a two-way chart, listing, along one axis, those aspects of Critical Thinking which they hOped to measure, and, along the other axis, the areas of human activity in whichthey believed these traits should be developed. This two-way chart yielded, on the matrix, a series of cells which pro- vided a means for individuals to select certain definite areas in which they were to concentrate. Thus, for exazple, some members undertook to write test items in the area of problems involving the self and measuring the ability of a student to sense a problem, while others under- took to write test questions involving ability to formulate hypotheses, with respect to the area of imponderables of the universe. In addition to actually constructing or writing test materials, committee members accepted responsibility for trying out these test materials on students in their own institutions, and for the collection of data on the results. This information, including the actual student responses in the case of Open-end, free response questions, was accumu- lated and sent to the central office of the Cooperative §Eudy. All of these items were develOped with reapect to the cells on the two-way chart. In the late spring of 1951, the committee created a series of four trial tests out of the items which had been submitted. These trial forms, consisting of from 20 to to test questions, were then prepared and sent out to the participating meubsrs, and administered to students later in the spring. Finally, the results of the test administrations were collected and item-analysed. - 38 - On the basis of this item analysis, plus other collected in- formation the COJhittee undertook to prepare two semi-final forms of the test dur ng the summer of 1951. These two forms were designated Forms A and B of the Critical Thinking_Test. The other five committees had been progressing along parallel lines, and by the summer of 1951 they too had test instruments ready. This, then, was the mann:r in which the test instruments were develOped. It would now probably'be most pertinent to consider some of the data concerning these instruments that have been collected by the Qgeperative Study. The Test ogmgritical Thinking é quggg. The following data concerning the reliability, validity, inter- test correlations and item analysis of the Test 9; Critical Thinking - m - Form A, has been collected by the Cooperative Study. Reliability: While estimates of its reliability have not proven as high as might be desired, the Test g£ gggqiqg; Engaging - Eggg A has proven to be sufficiently stable for purposes of group measurement. The following coefficients of reliability have been obtained for four different groups of students. (520:6) TABLE VIII Coefficients pf Reliapilitg - Test of Qritical Thinhingg— Fqnu_g. Est Forlq Method rm _I‘i g A finder-Richardson Freshmen 600 .8h Formula No. 20 A " Seniors 101 .71 A " Freshmen 135 .75 A " Freshmen it? .73 -3’- isms-z: There are several means by which the validity of a new test may be inferred. One method, known as Inter-test Correlations, is to compare results obtained on the new instrmnent with results from other tests whose qualities are already known or established. A second method, or evidence of validity, is based upon a comparison of results obtained by the newly—developed test with human judgment of a person's possession of the same trait. "To the degree to which test results approxhnate the collective Opinions of qualified judges...the test may be said to be valid." (526:11) Inter—Test Correlations Between the Test of Critical Thinking - Fern A, and Other Test Instruments (As indicated in the Instructors' Manual for the Test of Critical Thinking - Form G)(526:9-10) TABLE IX (Fall, 1951) Pre-test correlation coefficients indicating the lowest relationship which obtained in any college, the highest relationship which obtained in any college, the average relationship which obtained for all students, the number of institutions used in comparing high and low correlwtion coefficients, and the numb r of stucents on which the average co.relation coefficient is based. Test of Critical Lowest Highest Thinking, A, with: Correlation Correlation in Any in Any Average No. of No. of College College Correlation? Colleves_§t3fe3t§ ACE Psych. Exam. .Al .73 .56 12 2171 Critical Thinking in Social Science .L? .66 .59 12 2171 Problems in human Rel. .l .39 .26 11 1853 Inventory of Beliefs .12 .43 .25 12 2171 * Average based on r to Z transformation. (535:123-2L) - go - TABlrI X (Spring, 1952 Post-test correlation coefficients, indicating the lowest relationship which obtained in any college, the highest relationship which obtained in any college, the average relationship which obtained for all students, the number of institutions used in comparing high and low correlation cov efficients, and the number of students on which the average correlation coefficient is based. Test of Critical Lowest Highest Thinking, A, with: Correlafion Correlation in Any in Any Average No. of No. of ..M,.._...__.o.i 991319.51 College _ Bearelaiiiaf Releases Sheets ACE Psych. Exam. .A6 .70 .54 5 743 Critical Thinking in Social Science .55 .67 .62 5 7A3 Problems in Human R81. .20 .36 .25 h 505 Inventory of Beliefs .05 .39 .22 5 743 * Average based on r to Z transf naation (535:123-2h) TABLE XI Correlations Obtained Between the Test of Critical Thinking, Fonn A, and Some Measures Used in Various Colleges COOperating in the Study. .2; :1. Ohio State Psychological Test .6A 165 Yale Aptitxde Battery (Verbal) .65 166 Yale Aptitude Battery (Quantitative) .52 166 Coop. General Culture Test .50 165 Nelson Denny Reading Test Vocabulary .37 150 Paragraph Comprehension .50 150 TOt 31 e 56 150 General Educational Development Test, Form B, Social Studies .56 150 General Educational Development Test, Correctness and Effectiveness of EKpression, Form B .h? 150 hicnigan State College Reading Test .56 320 In see :ing evidence of val: d tf for the Test of qnitlc" Thinking from inter-test corre1€.tions, it should be kept in miha'that there does not exist an instrune at purportjn~ to measure the same traits about which the builders...were concerned. (526:9) - 41 Keeping this in mind, together with the fact that quite obviously the test requires Considerable verbal facility, one would assume that a fairly high relnfionship would be discovered with other test instrnnerts involving that particular trait. An examination of Tables E, X, and XI, shows this to be the case. One would also assume, since Critical Thinking is assumed to be or to require something other than pure intelligence, and since the Ig§t_gf Critical_Thinking is intended to measure something other than this in- telligence, that correlations with measures of intelligence be found to be considerably less than perfect. This, too, is shown in the tables. Another type of negative evidence lies in the low correlations discovered between the £312 of Critical_2hinking and the two Attitudes t e st 3 (inseam 22: aslisis and Bessie is. sire-i salsa-17a). Considering, now, the second methoi for obtaining evidence of validity, i.e., by comperison of test scores with judgments of teachers, and other qualified judges, the following evidence is notei in the Instructor's Manual. (526:11) Results have uniformly substantiated the generalization that teachers and the test agree in a high proportion of cases in selecting the same students for the high and low levels of critical thinking respectively. At one college, for eaanple, 90s of students rated high in critical thinking aoility by their teachers scored above the 50th percentile on the Test of Critical Thinking, Fonq_A. —_-‘_ Q -v‘..- —- . Eighty-two percent of the students rated low on their critical thinking ability scored below the 50th percentile. Itendinalysis_ Post-test Item Analysis data are also available for toStS ad- ministered to Michigan State College Freshmen in early June, 1952. (See Appendix.) These data consist of (1) an index of discriuldfltinfl (CampaTlSOA of the numbar of persons scoring high on the test w'hO answered a particular question correctly to the humb r of persons scorin: &J V low on the test who answerei the Sims question correctly), and (2) a percentage of difficulty (the percentage of the entire iroup tested who answered a particular item correctly). Fifty-two of the fifty. -3o.:1 test items show coefficients of dis- crtxinatiom of .20 or better, sug;estin5 a fairly high degree of in- terngl test cons ncy. The average discr nination of all items was .391. The average p:rc:ntsge of difficulty was .677. (Average based on r to Z transforhatlon)..(535:123-2A) . m m .- _ - . The following data concerning the reliability, validity, inter-test correlations, and iter analysis of the Test f §r_it; 1.l g_a w] v_i§ in — *. Reading and writing hme been collected by the Cooperetfive Studv. Reliability: Estimates of the reliability...cf the test were quite low, ranging from .62 to .67 based on the Enter Richardson technicue involvin< internal consistency. These low co- efficier ts are attributable to a numbrr of factors, the two major ones of which are probably the length of the test (AG items) and the difficulty of the test, which actually precluded numbers of students finishing work on it. 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I Hmaam.a- Anmmm.u ¢mmqa. Hmaqm. mmmmm. 4mmqm.a doHNm.I Hmdm4. amqmm. I? ...... l. - -y- end.- -I:" .lllclll'I'Ivan .- -.. n ANMVAmnthQVJ 1::H"'-- .. I . p.10... 930...”. 08 .om 440N.¢r\woo.bm mmmn.m mmmm.¢m 4mam. ooa.mm mmmm. Q.Nm ¢¢uH.H mqo.am vmmu.m mom.4m 4¢o..I noa.am mnfla. mmwm.vfi mmoq. Vmem.~m Nwrcaoz mcdoz adoum mmaIwhm :cgm.>on .aauu 1‘1‘“.,fi".‘nl mmm¢o. I mammm. I Nmoo.d mmN~O.NI mmw¢oofl ¢HMbm.I #mooo.N mommm.l mo\bd.I modN.I .9’-.. AHwVAmnathv o-‘Il.._"...uId‘. om>a. I obam. I doom.m Hodm.>I H04~.m madm.HI Heum.m qme.MI ouau.HI mumm. I .11.. It: "rl . I H#.Cdoz azonu gapm.>on . rrt,".. .|.qr. an". Mmuo.moa mmmm.¢oa OOmN.HHH mqom.>m oooo.ooa Hmoa.moa OmNo.4dH mmoo.moa mAMm.moa omen.qoa .. .... “.-‘ DI. mcamx o.uoom...:.a: gohmm mo< A..nspmum whoom amma-egm mcfixcfine Hagaufiuo wad opoom =9: Haoflnoaonoxmm .m.o.¢ you cmpmsnnM mqmde . mm NH NH Hm OH mm mm m4 ma NN :2: .1" -... 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Loo 33.32; 5.5 nomumon oohsow Ammaqmo 0H 2H mqHozH meV . ~< swom - oszsze q¢oHsHmo mo amme axe mom mzqma magma -mozmmmmmmm amampwo< mo wozoo mo mHmaqma wwwu.moa and meem.mem mad Az\wmxm «Z\N~xmv «shoe noasooccoo oooo.mms end oooo.mna oma Mnem mumwm . 2 ,w HR 9. 3H3. no"? he." . »_ u .aaaaaaoutoo no upscaoflccooo £3.25 a . $8.03 3 834.3 «Neuwmhumgwmx «name. “we“.sqm mm cmam.sem ea ooem.mmo Ham neonauapaa . m Hmo H m . m oom¢.mm~ mma o A..mz\muamm m2\maxmv .oahoa sowpooupoo oooo.~om son H oooo.~em new oooo.e~m eem o waxm «madam «Name 38.3 «mg Swans 880% was ca emu 0 mac an nouoom co seam u we ax mom - z ouoom pmosucoom ouoom pnmeaoum choom as: .zam.<.o .zum.<.o Haoamoaoeosnm mos quBHmz 92¢ QZHQa oa~o.ra HmNNo.u moo. u N voo4.ma 0mN¢.mH mmwoa.n mmq. u 4 >mma.ma ommo.ma NOObH.I awe. u o“ ¢mam.pa oamm.o~ whamm. m mow.a .mmEJMWB :11 w w -- +s -pmom u A «w .nvm mo mauoz magma admz $.28 gestumom pwwenpmom . “3on ion.“ xc-m umpmsnv< .3am.<.o ANxVAH.Nm.nVV :ofiaaa>on ‘ ‘0‘.-l-.l‘ mam.¢a mm®.MH 000.0H >o>.ma ooo.4a mmo.4a ooo.¢a mq4.4a «No.4a NNO.4H wHH.oH u o F .‘ 1 - undo: unmanoum V..3.m.<.o - 1*.5 bmaoa. - um4mm.fl 4mmpa.fl , aNHNJ. - A m>;oo.fl- moomfl.- mmmam.~ «dogm. - Nfioom. - mmmoo. __ 8R3 A 33333.5 I pmopumnm mcapfluz and mcafiamx ca .<.o I can: adopw ogoom =9: Huoflmoaogumum .m.o.4 - camz.a:ogo 005m.d| mmmm.m m>m>.m damm.an bqaa.ou omen. u oaou.> ommo.ma come. mmoo.o fi‘tl.‘l.--f!. ax ado” 95am 50h.“ nowpaw>oo bomm.wn‘ hmmN.NOH Nme.mOH NNmo.bOH mmam.moa osmv.bm uaom.m0a soon.daa onH.HQH ombN.HOH mamw.m0H 0054.0HH .-....dldlL endow ogoom-=a= .noham mo¢ .z.u:a .m.<.o unu ouoom - =9: .aaxm Haowmoaosuhum .m.o.< pom omumsnudv OZHBHmz 92¢ oZHa esp :H nunmvsum mo museum mg» mo mcfimm as» cmozumn pmwxm mmov mommvaMHv padowpwcmfim d aazu .opoumumnp .uwmgma vase: #H .oocuowuwcwau no Ho>oa ma 0:3 ya om.w vca occaoawflcmwn no Hm>ma Rm on» p4 mm.a an vase: gm: no osaa> cmuaden oga «aquamam no nomamov 0H and ommnz spa: .mmsad> am: we candy d mcapmpcm aaoamaaa Hmmmq.o n mwma>.mm um 4 m 335.3 032.5 _ 2 083.8 838m 2 age; " nopxpom mHmHm.4H _mmmm¢.mmm m H on“ ommom. mamm.a~ nmmw.oam Ha mam Annsoao m :«gpfizv gonna mbmwo.oma o w own boamm. “oom>.~ow NH m¢w Hanna“ I11 sovoopm mm 4.” - r!» \ chasvm nonmsum no oucmwoaumooo onusvm wouaSGm saccoum cowuuduu>. nae: no sum noouwoa nowpaaonuoo ado: uo Hum no no I- oauaaaum no aponum mamduadz nilllltlloncimmmw ammumoa oonaom ..Anaaouo Ad ad ufiasufl>flu=H m¢mv wZHesz mad aZHQ¢mm 2H mHqu<fi< A¢QHBHmo mo Emma mma mom ma¢ma mpumm-mozmmMLMmm naensaad mo mga«onHauHm mo Emma az< modex<>oo mo mHqu¢z< HHHMM mumda _ 57 _ IN m TURY _Oj;_B unis AQEQLL :0) ‘0 fthe Significance of the Difference fietween the Total Grodg t-eans of the Pre- and Post-Test Scores on the Invent__1, of Beliefs. Using the same formula as that utilized for the analysis of the difference between the Pre- and Post-Test scores of the Test of Critical Thinking, and the Test of Critical Analysis in Reading and writing:- "t" 3 X1 - X2 where 01 - .5h981 012 - .30229 o2 - 5911.8 022 - .34985 r - .68365 K1 - 63.5060 x2 - 56.h5§2 N ' 569 "t" . 61.4%.0..1_5.6 U22...m_m--u._-.- ._.... “......“ .... «(.30229 + .3a985) - [12m 68365)(. 5a981)( 591w? . 15.2580h Entering a table of "t" values with 568 degrees of freedom, the required value of "t" at the 1% level of significance WOlld be 2.568. The obtained value of "t" was 15.2580h. It would a pear therefore, that a significant difference exists between the Total Group means of the Pre- and Post-Test scores on the lnyentogx_otheliefs. - 68 - Analvsis of Variance bx Covariance Adjustments for the Inventogzlgg Beliefs for Groups g£_Studggts in the liaious Preference Categories. The Analysis of Variance by Covariance Adjustments presented here is based upon the procedure described and outlined in Chapter II, Tables I and II. This procedure is also discussed rather thoroughly in McNemar, Chapter xv, (535:318-330). The raw data upon which the Calculations are based, i.e, the sums of scores, sums of squares of scores, and cross-products of scores, are presented in the Appendix. - 59 - Haoa . 3H .721 we. . smog-»mon nonpam>oe .epm mmmN.omm um» sma~.amo man conga >on » omega New. m e<~nav .509 838th oooo.oms cos N «am mmeaa.ma a-z»\~mxmx u ommu-opa eonuafipoa .opm mommo. _ RH." 9533.300 ”8.330.300 eoam.~oa med seem.mam mum» «mam» awmxm» sm«m.~mm as Naoa.ea as «consahsoa we efim.flm owe a mm . 8 a 933.8 “2me secs 538.28 oooo.mso moa m oooo.eo~ Ham a amen awmmm Hmoom. eamea. sawumraau 3:33:08 eowpeaetoo “$23 .5 33.3“ 3 «$23 «we. Nana» was.» «new» a was a w.mao_am «meo.mam mm oom«.m~o dam neon» on He bummm 5mm w mewm.¢¢¢ on“ m oo~¢.mm~ mad 0 Az\~xaum uzxwdxmv manna canaoouuoo oooo.o4~ wee m oooo.oe~ mom m oooo.e~m sen 0 “Hum mmxaxm madam oooe.mo ~nw¢.em {lweem.mmml .oaoom ago: 050 om mma um amo mm nonoom no mean a me am men n z oncom nuwalvuom Ohoom finch—WOLF" Choom :9: .m co .H .m co .H Huonoaogohum use mafium no 556 35ng HEB mom mBszHonmmoo ZOHHHVO~ Baa. - 7o - moam.omm u .0 c bmflm.aoo MHH Hm» mesons cans“; unasea> eaH Andgouo aouv shoe nowpoopnoo A>HNN wanna Sonny mnoflumw>om 'l'.l' oammo. 1d “”0".“ husk .pcoHOfiumoou eowusaopuoo -'--*# __.a-_.__. nomaoawm OOH 43.3 .mom Nme. wwwm «NNme. mmm~.mmm mm mwflmuwoa mm onsets ahead: nausea>aenH ax «mam.hmm N mmww.mo¢ N Andsoum nouv ashes nowuoopnoo smmm.~mm an Nuoa.>ao so A>wa panes soumv neowpmfi>on . onaom. memma. sane “mean“ " ancesaow wooo :oauuaouuoo ” Hmew.amn 54H «mam.oam and mooa.ame mwmsmaxm» mm m» «Hem» a Hum» m guess a 5.335 a.“ azusammhfi _ ages and: odsenwefi as Hmao.dma H wwwd.w¢ u fi¢r¢. o v . Ana30hm nowv wakes nefluoepkoo Hoom.mao Hm ma¢0.mam mm 00am.mwo HHN A>wa canes sonny neowvsw>on Illinlu J n [all ocoflpufiua> no oopsom » «x am a “ 0.30m. anostanom 0.80m ameenok 0.30m :9: _ .m we .H .m co .H Haofimoaonphmm .m.o.< _ mmMqum mo Hmoszm>2H mme mom mszmHonmmoo ZOHBxw mum<9 - 71 - GMALCULAEHV. 92‘. l'iULTIPLB-Cviw M1192“. sweetie .....- R? a) For the Total Gregg: (Data from Table XXIV) b'ylzz ' ELLAYEZJ’BHEZLL - .11511 2 l - (13cm) b' . - r -[(r )(r )_7 -.l+7670 Y“ :21---‘...--.e.z..£1322.__ 1- " (rxlx2)2 R2 (for total.group) - (rxly)(b'yl:2) * (rxzy)(b'y2:l) ' .55705 *** b) Withig_g§gups: (Data from Table XXV) b '3’1‘2 ' 3.1.3.1.: «43*.21)...(fflx.2_);7. - .115 52 l - (rx1x2)2 13' r - [(r )(r )_7 2:1 ' x Y x x.x Y 2 " "'—*ly*””é;'g“*- ' .4685? l - (rxlxz) a?- (Within Groups) - (rxl}(b'yl:2) + (rxzy) (b'fld) -" .ssau it it It! LQLLAT. 9N. .QF. ERROR 3-9.1: E.S_'1‘,I.i*!‘\.TE_ SUN. .02: news. (23 s) - (1-R2)0H.Ho mme.ao mmm.oo mee.mo 00m.mo mea.oo Hmm.ce mou.ae ~mm.¢e {,axaLzéia adwu onuoz muse: .unanpuom anoeupuom .m no .H 3333 u w Annuaum pmoauohm mmqumm mo mmoezm>2H any 20 mmxoom mo mzon ‘l’l‘ur‘v ..---‘.--v.' Own :8 H>NN_MAm¢H .‘1 moa.om mam.Mm www.mm Odo.mm mam.mm mmo.ao b@>.¢m onm.¢m mbm.om mam.wm Hum.ao .i.. . “III... .I“ - - ...-..J‘“ e-..-¢-—w-v mnaozew capstonm. .m co .H «AHMVANHHs.nV nonpaa>on weasel moewgzg. nope maoom =9: Hmoflmoaonohmm .m.o.< I use: dunno 4NmH.u memo. meme. mema.u 4ooe.n meO.I bmmw. bHHm.t NmmN.n Hmoo. Amos. -‘C‘w—W—t ‘l‘nva‘q' .. is. x.--“- h . w omum.au mMmm.m n>m>.m 4Nmm.au ...-‘4'“ béaa.ol a oflfi.- oaoe.e osmo.~u emmm.mu come. amoo.o _lw ‘i .03): .0750? 35' I! ' . '[l-‘gu .li’Jil l' ’ '9! 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Hanna .s.-...:-‘u v-.w,. a4--o..-@ovmeu~ <.7.----r.a..----.; . .-..1se---9r.:..,.---... . ,. 1.- 2.--. ouasvm monusvm ho~munowoammemo —E monasvm . noudsvn socooum q nowadays» new: we sum mmoummo :oauaaopuoo .naos «0 55m mo N we - - I . . . . epgfiww. wd. - MEAN, .. - - - - oHaHad—z dado; «seamen W condom Amadeus Ha an «Hagen>neeH oomv maquam no weoezm>2H may mom nae? 3a mpomoumo. newsman asympsa< mo mnzeonHonm mo same aa< Mo2oo mo mammqNM wqm'l% level - 2.36.) — 7'7 - C. lgyentorvlgf Beliefs This test instrument was administered to a re-test group of 569 students. All of these students had previously been given the same test during their first week in college, that is, during Orientation Week, 1951. The re-test was administered during the last week of classes at the end of May and beginning of June, 1952. Thus the intervening period was three full terms, or one academic year. The Total-Group Mean Score on the A.C.E. Psychological Examination - 103.8647. I. of B. total group Ere-test mggn - 56.A552. Max. possible score - 120. I. of B. total group post-test mean - 63.h060. Max. possible score - 120. Applying the "t" test of significance of the difference between the means of the pre- and post-test scores, and with 568 degrees of freedom, the required value of "t" at the 1% level of confidence would be 2.568. The obtained value of "t" was 15.2580. Therefore it can be stated that 3 significant difference §§§§3g_between the total group means of the pre- and post-test scores. The standard deviation of the pre-test scores (for total group) - 13.1149. The standard deviation of the post-test scores (for total group) - 14.1091. The Coefficient of Correlation "r". Bmetwase E.°.I‘....T.<2&sl__§rm.,2 idea-inlays. A.C.E. Psychological "Total" Score and I. of B. Pre-Test .17979 .18575 A.C.L. Psychological "Total" Score and I. of B. Post-Test .20081 .20256 I. or Be Pre-Test and I. or Be Post-Tea 068365 068316 - 7g - An Analysis of Variance (by Covariance Adjustment technique), of the ggigg of the students in the 11 different preference-group or in- terest categories over a period of one academic year (with initial status or pre-test performance, and with scholastic aptitude as measured by the A.C.S. PsychOJOgical Examination as considered variables), showed that there are significant differences at the 1% level of confidence between the gains of the various groups (F - 2.8089>1% level - 2.36). * s t A listing and a comparison of the order of adjusted postctest .means of the various preference-groups or interest categories of students OVer a period of one academic year as measured by the Test of Critical Analysigéig'Reading and writing, and by the inventorxiof Beliefs, is given in Table XXVIII. These are adjusted for initial performance (pre- test status), and for scholastic aptitude (achievement on the A.C.E. Psychological Examination). (Since no significant difference was discovered, in the area of Critical Thinking, between the gains of students in the various prefer- ence-group categories, a ranking of gains would lack any real or statistically-significant meaning, and is therefore not given.) .mQSCHw nozuo mo mmuoom semi amoenumom Sufi: censuses son: oMOQm c803 amoe:pmom omumsnpa mo mzfieampm on mnemou xcem* .oowpaQHdem adofimoaonohnm .m.u.< me» he sunshade ma opsuwedw swuanonom now one .Apmmaaonmv oocmsnomaea Hawuaea now snowshoe neon o>wn modes amoauumom «mm.do m “ oomw.ma m coconsmmnmnoz m Rees m v 33.3 on Bursa .oom Ba 89:8. .308, m wOm.No v moom.>a a ensuwnmqu one omwsmeqq h 03.8 S. 88.5 m Engages haesfiam o 5.3 a _ 33.3 m 3.2 82 m «no.0o N amms.am. H newsocoom 050: a 80.3 o 03%.: .u S assessing m wmq.Ho m _ wmmm.vam b coflamuumweaso< Honor one memowmsm w m4>.mo o booa.oa_ N huummhom and QLSJH:o«hm< H msa.oe an amma.ma a .em meaneez .pm>- .Hasemo- .Haoaeoz-msa 0 mean? H $8.2 o 8:38 1393a e5 duodenum 3 II. mass; whoa madam anew venom vmumflmwfirakcmm ”mom voummmm< exam oeoo mmowrzv .m m .H Nmomuz Redo museum amenousH no ooeosomoum gecko .mdmw 0H2m0¢o< $20 ho DOHmwm HMMB Hmomamzm mmem< m2¢mz Bmmelenom QMBanQ< mo zomHmMN mHmbe considerable latitude for personal taste and the exercise of ixidividual judgment. Presumably then, students interested in this aJrea could be expected to be of a type to whicn such a program would agnéeal, or in other words, of a type which could be expected to score high on this particular ins-:trwtent. It is also noteworthy that the assumption which might normally be maria, that students in the Engingprgpg group, like those in the 2391951333 ic_l .239393 grOUp, might also be eXpected to be imbued with the anci Phxs "SCiuentific approach", and therefore could also be expected to show conexider ble gain in the areas of belief and attitude, does not appear to kuild true in this case. As a matter of fact, the Enfiifififgjflfi EFUUI ls amcnng the groups showing the least amount of gain in both the areas 1“... ... .- - ~v-- », 0* AUJllity to do Critical Analy51s in Reading and writing and that of beliefs and Attituwso -91- Although, as has alreacy been discussed, cultural bias of test material does not a>wear to have entered into the picture, it is nevertheless conceivable that the type of material which is used in the Test f Critical Analysis in Beadins end Writ pg might have been suffiiei- . -. ently foreign to the students in the Enrihef perceive how this argument can be as lied to the lflif§PfEkl I‘Egfljefg, An examination of the actual pre- and post-test raw scorvs dis- closes another interesting fact. In general, it would annear that those groups wnich scored lowest on the pre—test also scored lowest on the post-test administration, while the grours scoring highest on the pre-test also scored highest on the post—test administration. It is also noteworthj'that the "ho-Preference" group whiCh, tiitoretieally at least, is ‘omposed of students who will eventually be .fouud in ev: y as f the other preference or interest areas, should twink just about the median on both instruments, This, of courte, is hdiat would norma;ly be espected of this p rtiCLlar group. houever, the fexzt that the statistical evaluation has borne out the logical cipecte- ti<:n may be considered as additiohal evidence of the valitity of the ineytruhvnts when used for the purpos~s cutlined in this study. The 3153 Studv, carried out concurrently with this stury, has distuevered Qg_differznces in the areas of Critical Thinking, Ability to ck: Crmlcal Analysis in flea ing and hriting, and Beliefs and Attitmues, aaorkr groups 0. stuterts when these groups are consiuered in rel tion to (an) the size of the high school they atteided, (b) the size of the kn,“ ) . 1 . ' .‘ ‘ .. Arie (“Vrnunity in which they grew up, (c) parents' occupation or inCoue. -92.. It would apliear, ti'zerefore, Net of the factors inventig'lee in both these studies, only that of student interests or preferrzces would apnear to have a significant relztjon:hip 'ith cha fie or achieve— ment in the areas studied. inflficatiurg for 2 Program of_Ceneral Education Having come this for in the discussion of the results of this research, the next point would seem to be that of the implications of ' 'LW ' "' \CL‘J.] ’ these results for a program of general education, and more sneCi for the pro run of general education at Lichigan state College. The first, and most obvious fact, is that it would apeear that means are now available to detect and to measure the impact of a general education program upon groups of students. Furthermore, within Certain areas it would also 3338a? to be possible to detect and measure differences in the amount of impact between various sub-groups. however, the most intriguing and at the some tine the most pro- vocative implications apoear to be those of the relationship of interest areas to gains or achieveuent in the areas of (3) Ability to do Critical Analysis in Reading and writing, and (b) Level of maturity of Beliefs and Attitumes. If, as it would anoear, interests or preferences do have a definite relationship to change in these areas, then certain modifications or alterations in the tape of general education program offered to these stiients would presumably be in order. - 93 - There is no intention here of suggesting that a separate type of general education program be set up for each interest area as that would not only be impractical, but also not entirely in keeping with the underlying philosonhy of the program. There are, however, certain suggestions which might be offered as recommendations for further consrieration. The first of these concerns the area of Ability to do Critical Analysis in Reading and Writing, 12., the ability to read rather difficult materi- als thoughtfully and analytically, and to write clearly and effectively. The suggestion offered here is that greater attention be paid to the many U varied student-interest areas in the selection and preparation of \ reading materials. This an lies equally to both assigned and recanmended materials. Undoubtedly it would be easier to effect this in the re- connenced readings than in the assigned readings. however, it is also a generally known and accepted fact that a large proportion of students do not do much more in the way of reading than is actually required of them, and so, many may never do more than glance at the list of readings. It would therefore apoear that a definite and concerted effort should be made by all departments within the Basic College, and not merely by the departnent of Communication Skills, to provide a suffici- ently wide variety of material within their own subject-areas to 891631 to students in all of the interest categories. Furthermore, all depaqt- ments should make every possible effort to ascertain the interests of their students and to select readings that most closely match these interests. -914- Encouragement should also be offered the indiVidual to select his own materials, provided of course that they apply to the general area under consideration. It should be emphasizei again that this ought not to be considered the sole concern of the depart gent of Corwmnication Skills, but must be considered as being a concern of all in- structional areas and all departments. This concept of a cozrmon conc':rn or responsibility shared by all departments ap...:lies as well to the area of Beliefs and Attitudes. In eneral students scorino low in this area on the Inventcm" of Beliefs , 0 W4 — “...-v. are those who tend to be rather rigid and immature in their beliefs and attitudes, who tend to accept and cling to stereotypes. Some evidence has been collected by the Cooperative Study (527:18-19), which would indicate that low scorers on the Inventory do not seen to achieve as well, especially in areas in which there are relatively few fixed Standards such as the Social ScienCes, humanities, and Art and Literature, as do the higher scorers. In addition to this concern with specific academic or Curriculum °bJectives, there. is, of course, the underlying objective of the entire general education program of developing the mature, independent, I‘e"¢‘~l:i_tyvminded, flezcible and adaptive individual upon whom the future pI‘Ogr-ess of a democratic society depends. Therefore, it becomes the cone. m of all departments to assist in achi gving this objective in all possible ways. One approach might be for each department to review its offerings with the purpose of providing the maximum number of eXperiences within its own area that might assist 3 ,~ . . - , . . tufie-nits in overcoming any tenoency towaros rigidity and stereotypy. -95- Furtheruore, each department, and indeed, each instructor, should make an effort to determine just where its students stand in relation to these facets of personality. Working from this basis, and with a knowledge of the difficulties of this nature embodied in their own curricula, they could then make an effective attempt at assisting the student to work toward the successful achievement of the goals of general education. Finally, since the Lactor of student interest, or preference, has :- 1. shown itself to be 0 unific:nt importance, more concern ought to be 5 given it in the develOpment of the general education curriculwu as a whole. Some possible ways in which this might be accomplished are as follows:- A. A broader system of free electives during the Freshman and SOphomore years. B. A well-designed and successfully-Operating progran of acceleration whose ultinate aim would not only be viewed as a means of permitting studenzs to enter their chosen field of specialization more quickly, - but would be viewed as providing a means and an Opportinity of encouraging students to become more versatile, and to do more advanced work within the area of their proficiency. C. More careful attention to the way in which class-sections are organized and set up. Providing separate sections for students of common interests and objectives might enable both students and instructors to discuss problems and course material in terms of mutual interests ami eXperential back- -96- ground, and with a common seuantic orientation. More careful attention to the way in which classes are D. conducted. The instructor should make a definite atteupt to ascertain the general as well as the Specific interests of his students, and should then atteupt, insofar as possible, to conduct his classes with these in mind. These, then, are the results of this stidy, and the impli-ations of these results as the writer sees them. In presenting this, a special attempt has bevn made to do so in a manner which would not only be objective and scientific, but which would also have the greatest relevance to the ongoing program of general education at laichigan State College. APPENDIX -97- APPENDIX TABLE I CLuPUTATJON CF CHI-3.511: TEST OF REPREJEMTATIVELESS BETWEEN FIhAL NLRKING SALPLE (N . 596), AND REhAINDER OF FRESHMEN TESTED (N - 1066) Derived iRemainder of .k‘inal a + a' . in? 1 Scores 3 Freshmen :Working , ' P " 173' . T (ACE "Totals")iTestéd {Sample ‘ 1 5 .. .....----.i.a.'.. -..-.. ...--g---.__....__:_._..-- --- ___... ._.-_..; _‘ o 2 1 3 3 §.33333 7 .33333 i 9 25 11 . 36 ..30556 1 3.36116 : e l 76 I 31 :10? 1.25972 : 8.98132 ' 7 156 3 62 ;21 1.28706 317.79668 6 217 3179 1626 :.12019 ‘75.21101 3 5 228 133 1361 3.36912 :L8.99€86 : 1 180 106 3286 {.36620 138.08680 3 87 g 51 :138 :.36957 £18.81667 3 2 39 ' 2? z 61 2.36066 i 7.93152 ; 1 8 g 2 ; 10 ;.20000 : .AOOOC ; _,-,- 1.1__1--..-_1.1-------;.-- - ,1.-- .1.3_ - . 2 1066 596 '1662 i _, £219.9SBSa ..-.-.“--.n..2.___...--._-__._,.-.r11......4.. . .11---. .--L-.---.LE.(3!:>._-- i __ 111 596 __ _ .P - “1*“2 - ‘iELb - .36297; q - .63703 .KZ - :ée- Aft(aP) - (n15);7 - 1 [7219.95355 - (596)(.362 717 Pq (.36297)(.63703) . 2:122 [7219.95355 - 216.3301g7 - (4.32689)(3.623L3) - 15.6709A; with 9° freedom < 16.919 at .05; or 21.666 at .61. There is, therefore, 9.9. significant difference at either the 1,3;- or the 5,45 levels of confidence between the final working sample and the remainder of the Freshmen tested by the gqugrgjgyg Study. - 93 - APR?“ DIX TABLE II 1201.211111on1 0F CHI-3.1mm: 13.131 OF ' ’FRESEMTATIVEhESS BETWEEN FINAL 213311113 5.2111113 (N=§96), AND ORIGINAL "FALL 11.31:" t-.CHKII.G SALLPIE (N=896) DerivedScores Original "Fallr Final a + a' P _ a a? 2 (ACE "Totals")lTenm" Sample [Working 573' F ___...m..._._ .e' .. .8. - ... ..g 0 8 l 9 .11111 .1111] 9 25 ‘ 11 36 .30556 3.36116 8 -51 i 31 32 .37805 11.71955 7 116 62 178 .BL8Bl 21.59522 6 260 179 L19 .h2721 76.L7C59 5 206 133 339 .39IE‘ €2.1¢959 1; 13f’ 111; 2:39 .LC351‘ A. .flQI'Tf 3 7h 51 125 .AO J0 20.80800 2 33 22 55 .hOOOO 8.80000! 1 8 I 2 10 .20000 .hoooo 896 596 11.92 _ 21.1.1362? __ 62‘A__===A_ 131__ _‘ - P 2(aP) i5 - “l - .229... - .229... - .39966; - .60051. nl+n2 896+596 1492 2 1 - - X - =1" 8(9) - (n P) ' ”*‘sflufl' 21.1.1362? - (596)(-3991+6 P9 1 l ‘7 (.39966)(.60051.) [- l7 - 33989 [21.1.13627 - 238.07816] - (4.16858)(3.05811) 12.7h798; with 9° freedom < 16.919 at .05; or 21.666 at .01. There is, therefore, 92 significant difference at either the 1% or the 5% leVels of confidence between the final working sample and the Original "Fall Term" working sample. -99- APPENDIX TABLE III COHPUTATION OF CHI-SxUARE TEST OF RJFR;SELTATIVENESS BETWEEN FINAL 7.0111110 3.11313 FOR CRITICAL TbiINKIhG TEST - FORM A (N=302), .1240 FINAL WORKING SAmPLE FUR CRITICAL THINKING TEST-FORM B (u-29L). Derived Scores Final Wbrking Final Werk- a+e' aP (ACE "Totals") Sample Form A ing Sample P- Igl' a' Form B -e{_ _ 0 1 0 l ‘ .00000 .00000 9 8 3 . 11 .27273 .81819 8 17 11 1 31 .15161 6.32254 7 29 33 62 .53226 17.56658 6 96 83 179 .A6369 38.h8627 5 65 68 133 .51128 34.76701. 4 51 53 10h .50962 27.00986 3 ' 24 27 51 .529h1 lho29407 2 11 11 22 .50000 5.50000 1 1 0 2 2 1.00000 2.00000 302 296 I 596 .h9329 116.76255 l “2 l “1 1P - P 3‘? ii - n1 - .33}:— - .19329 5 - .50671 Ill 4’ 112 596 2 1 " 1 x . P'E’ [72(62) - (n12);7 - .49329 x .50671 [116.76255 - (29h)(oh932917 1 '— , - 1h6.70255 - 1A5.02726 .2h995 1' ‘47 - b.00080.x 1.73526 - 6.91.243; with 9° freedon< 16.919 at .05; or 21.666 at .01. There is, thereflere, n3 significant difference at either the 1% or the 5% levels of confidence between the final working sample for the Critiggl Thinking Test - Form A, and the finel working sample for the gggtical gggggggg-mes. 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'Y L Q a . w- A“- ..an. I”. u- “In—J" _ / _’ l. m ,1 Afr?- 7” -..“, :IfilAW'Hn-u‘ «‘1 I (‘21: I: 20 3.. h.. Studant numb-9r What ”......77 A; é f. / J/ 99 ///1 ({) " ...-I‘M)”.- l x .40. v I is your main". ‘J'fj‘jl I) " Have you er n(?t:d r: a dw*ri.- r tm [If you have maxim: 3.1 was , .r. 11d when 1 frvm //, //«of 1.9 Mag-m -00.- ‘ v 5 ¢ v ’ 15.3?53331389‘ 2J1. 11'... o’ 3191 m 3.: .. fl»? ‘1) U x' 3 ’ 3 n (no \ I/\ I‘Nnm it? “Winning—Mo: m «a; can an 60 What was he appL . .3533 1%.". 61315: ”A" '5633‘5.‘ graipt'flgc: 3331‘. :33} Lacs "B" 12:: Class C n3' "D" lap to 3;C ; 9".) . ~ ‘ ‘_ 2‘1"!LC1{'1 3' <39’/ I I-‘lu'-.A “I“ .\u\ If.‘ .‘.' s ...‘ . .M-w'rutu-au. n. 5“” 1'0“ L 533?. I 1.; C .. Is...‘ ~a.vl.ur.n.‘.:.? .. w. “$.11 .!.r¢‘~)& ‘J ~L‘ III. 'UJ" -31 .4130 ‘L‘JM’J‘ ...» 1‘ l 4.. ’7 44. :-I.'.w~ w '. '7 n ' . '0 I 71'6”.) v. ‘ 7/6 ' Hahn - - -~-‘-' r: Jer/ p ‘ 177/ V, W.*....~..... g / ...-u .8. 4“:— m i ..‘WI .lL-XL" o . 41‘; n... 3000-. I ‘- — 9‘ I 00‘) ‘ 4! It 1 0' . ‘ ‘ ' f“ 1. ‘ r H; l I: i, ”‘K’L I .' .V..-ut.u_.. . 1 , .‘ I. a. ...}. ‘.’.. ‘1‘: '. ..LH‘3n'rhb v~o- “'J‘I'OIJI v‘, v .I‘ T ‘ ‘. ' '3 5d» ‘ -’ws.\L l ' A -..-aw- » . J.L"..L'_: SAMPLE OF THE PREPAPED DATA-SHEET ON WhICH THE DATA WEIR COLLECTED AND CODED (Pre-Test Data are Coded in Red; Post-Test Data are Coded in Blue) Occupation except as ' Raw scam, ram. ‘ Sub—econ, "L" enhancer-,0, “Q“ I’m}. (Doom) “1! (090110) “Q" (Beam!) iahmm ‘3 ' fi-al n-aa-n 35~36 n-w-” hO-hl-hz B-hh-hS M-M-M 119-50-51- 9.53-% 55-56 57—50- Change (tear) Term Preference Preference 'Vaqmmn 'in 8.. font-vast. . B: 3.) Ohm (You) SMIPIE OF CODED AND PUNCHED I.B.M CARD -105- .121 Blfiflflflznfiz aaaaaaamam 322.522.22.2L9 caugaoaaoa 3232.33.53.45; ---~h- 322:33322: momummmmmm .flgfiflflzfifit mmnmmmmmmm 82.33.52.322: Cflgfigflzfln—z IRRRRo—zfifiz. 283383332; maammamaam 2. :33: 333 «a 5 288388399: ----- 2. a. no so on no 3 no «a 3 mammamommm 28.388393; mammmmmmmm 288388383; 883888885 383833335 833338333; mamammmmam 3335333233 Baannfifisflkj ----- on an: 5333.: no; mumwmmmmcm 8332333333 mammmmnmmm 833333.335 833333.985 33389383.... 338:89399: maoaaaamma on: a. 3:933: .v wacaaaaaam 3.39.3393; IIINIIIIII on a. 3 so 3 no 3 av «v _v mmommamomm 833339399; mummmnmmnm 93:39:99: v.veevv.ovovevvvochvvvvvvvvvvvvvwvvvvve 32.32.222.22. z.233333333533323333333:399:33: ; nannnnnnnmnnnmnmn«nannnnfiflnmnmn”manna”an 93:39:93: finwuumuuummN--~N~N--~N~N-~NNNNNNNNN 93733399: ___————_—_.______—___———___——______—___— 333—513322» 2 3:333:3333.33533333— 333 3333:: ... :eeoeeooeoeeeeeeaeeoacecceceoooeaaoecfia 'glkgfificg22:333‘33353338333333393339333 Pocononsnonononnnun. 832282332382 2 :2! 2 2N. 3 magnum-coo Bassnnxnu; h----~ .32 on 3 on an 3 an «a _n muouummmem mammmmmmmm fissssnxna; oveeveovvv 8.2233332; mnnnnnnnnm Faszsnxaaz NNNNNNNNNN eaasnnxnaz ___—____—_ 933: an 332 «n8 eaccoccao T 93838889”.njflflflunlnzfifiz “98833888”.naflflzfiflfiflfiaflo—S22233§ .- mama¢.amanmmmm.ammmmfimfimammmam Sun-nunononvnnnun. Razz-«nuvunuzfiouo... p—Sopxflup 2 cfl.m...¢..~.......au aaszanznn assseezczz n~h-----h--- :.~:_~:.~z.~=.~ ..2~.:o.:n.=._ mouuuommaumoccumuccm 2222232=3 mammmmflfimmmnnmmmmmmn Rflflfiflnzfifi—ufla—n—tape—:222 ..fi....¢<fl...fi..q¢w¢ Sougnugszawufigo. 2 :22 2 22 : mannnnmnnmmnnnnnnnnn RflflfiflnNZBfi—N 22:2322fi: «NNNNNNNNNNNNNNNNNZ nannnanu: 22:22:22: ___—___—_——_—_fi_____ 388:: 2:2 2 3 2 2 2 2 2 3 n. 2 _— oecccoooficc aceeacoa E '9'? .... I- “' «On—'HNnan-n Inmflhnanan ~"7g—~N~m~v~m~¢n~v~.~uuo~ ... O a... +v. 2.... ”an" 9.... urn l~m~r~nao~mh -°-—ofi-m.VomO¢D.h.¢-a- .ea. 1.651.”---mamnhoopao —-N—m-v—w—u-h-¢ ‘7.’ ._ .O.—QNQMQ-QIDVIO-N. pap—FN .83.RK22=§38333333333333533333333333333:.vsoncn—ncnanvnnnun—nonfl:n~o~o~v~n-~§o~22=22 3 25:3 0 n a O a v n u p / mwibO - 106 - ' TABLE IV FostnTest Item Analxsis Data for Crgtjcal Thinkiq LForming (Tests Administered to Michigan State College Freshmen in Early June, 1952) No. 1.3.1.29: 1.3.1.32- 1922. 122..-... Ill-1‘.-.- 1 .54 78 30 .43 90 2 .55 89 31 .25 42 3 .47 74 32 .15 63 4 .35 95 33 .44 59 5 .53 90 34 .37 50 6 .53 90 35 .12 69 7 .46 89 36 .53 07 8 .55 89 37 .51 86 9 .44 80 38 .26 36 10 .25 67 39 .36 88 11 .32 76 40 .26 88 12 .26 26 41. .49 81 13 .41 63 42 .42 85 14 .33 65 43 .61 61 15 .26 79 44 .20 48 16 .02 41 45 .26 88 18 .80 66 47 .39 67 19 .55 ‘ 89 48 .38 87 20 .23 59 49 .24 70 21 .43 67 50 .25 67 22 .33 30 51 .22 64 23 .43 45 52 .39 47 24 .27 41 53 .24 63 25 .03 25 54 .38 87 26 .36 23 55 .61 75 27 .40 52 56 .63 84 28 .27 71 57 .58 75 29 .16 67 . - 107 - Post-Test Item Analysis Data for Test of Critical Analysis in Reading and writing (Tests administered to Michigan State College Freshmen in Early June, 1952) No. gigg. Diff. fig; Qifig. Diff. 1 .h2 6O 21 .67 7h 2 .41 63 22 .’ 37 3 .21 no 23 .10 30 h .35 $5 24 .59 20 5 .36 77 25 .21 #2 6 .25 SA 26 .52 53 7 .15 28 27 . 9 80 8 .22 3h 28 .25 33 9 .36 71 29 .51 1h 10 .36 3h 30 .65 75 11 .29 ‘ 66 31 .15 35 12 .31 55 32 .35 L9 13 .25 16 33 .08 52 14 .l 76 3h .20 AS 15 .50 31 35 .51 55 16 .12 6A 36 .56 28 17 .29 35 37 .53 22 18 .32 59 38 .40 59 19 .57 29 39 .LA 52 20 .30 83 40 .26 36 (Tests Administered to Michigan State College Freshmen No. Diec.Dif§. 1 .31 #3 2 .33 11 3 .10 61 h .63 62 5 .31 51 6 .3A 78 7 .37 68 8 .15 87 9 .28 27 10 .23 55 11 .27 36 12 .16 83 13 .12 19 11 .09 89 15 .21 56 16 .63 73 17 .26 75 18 .39 55 19 .24 33 20 .23 39 21 .12 SA 22 .38 6O 23 .51 80 26 .28 78 25 .60 5h 26 .38 76 27 .17 56 28 .37 80 29 0&5 63 3O .62 35 31 .17 63 32 .25 AL 33 .13 58 36 .27 34 35 .17 61 36 .10 L7 37 .36 66 38 .28 39 39 .30 28 AG .37 46 No. Disc. 913;. Al 62 63 AL 65 L6 - 108 - TABLE VI .25 .33 .34 .29 .28 .35 .31 .35 .15 .38 .11 .07 .27 .35 .17 .59 .37 .38 .37 .55 .31 .52 .15 039 .55 .56 .37 .09 .26 .56 .39 .35 .28 .36 .10 .11 .36 .26 .31 .11 N00 “w- 81 82 83 86 65 86 87 88 89 90 91 92 93 9h 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 11k 115 116 117 118 119 120 3.- .‘fiia .47 -109- Sc or Lag ..ng: £9.11}th LesisLQLEigeLlainiimn .. .. £21.:- 1.1 It e'n g‘n‘gger Item Aneyer 1 1 30 5 2 3 31 2 3 2 32 l. I. 1 33 3 5 1 31. 2 6 2 35 1 . 7 3 36 2 8 2 37 h 9 l 38 2 10 I. 39 3 11 l. 1.0 3 12 2 1.1 1 l3 5 1.2 I. ll. 2 1.3 2 15 1 1+1. 2 16 2 1.5 l. 17 3 1.6 2 18 3 1.7 l. 19 2 118 2 20 3 1.9 3 21 1 50 3 22 l 51 l. 23 5 52 2 21. 2 53 1 25 2 51. h 26 1 55 l. 27 l 56 2 28 1 57 1+ 29 1 -110- See ring K 63L fgr _t;'36_ IEEJZ-t.‘ 3311:1921. ..Anma 1321.- 11311.1??QEEJBQJ'IMBS. It em .1... .... .. 1 3 26 2 2 2 27 3 3 2 28 2 1+ 3 29 1. 5 2 30 1 6 3 31 1 7 2 32 3 3 1 33 3 9 3 3h 1 10 1 3 5 2 12 2 37 1 13 2 38 2 14 1 39 2 15 1 1+0 1 16 2 11 3 l7 2 1.2 1+ 18 3 1+3 1* 19 1 “A 3 20 l. #5 4 21 3 16 3 22 2 47 3 23 2 “8 l 21* 2 1.9 2 25 1 50 2 - 111 - SCORING m FOR INVEN'IUR1 0F BELIEFS The test is scored by giving one point for cash "disagree" or "strongly disagree" response. The total score is the total number of such responses. - 112 - -.r.w~¢;wmmry.r.-WH.roH ~ mmH omH 2...... w 3...; ... 2.6...- 8N“ MHN 0mm oH _ 8mm omH 2mm. . maze, m 83.“. .me 8 sum 1 «on H as m m 3 .3 8 H2. mH . Hm» w om. oH em. 4 ~ sum , ..N m 42m om . oHo H _ wmp m .mw om m one H ~ .28 «H dew mm JMQ H n mmo NN “1m HH ems . mm. m 022 FH new m mes . was s ..m .00 s Ono OH 4H“ _ 82H . JNR ..«o. @9w...2x mo 95m «NM «wawHBm. A~¢OV .msH 8668820 .mmv mCHowpz use mCHemmm ‘-i"f'.... pmoeuumom .3um.<.o nuoBIOhm .znm.<.9 2H mHmmHmc< - ..Jfi‘.‘fl_ . ‘._J.a —-o-- Haowuwho Ho pace you m:CHumHnoHao :H now: no: msogm was» you some; ,ww m 1 mwn1mqm o omo mm” Nowl40H.H .g.mmm1~>mqem “me owH " 8mm: n m a mnfiMwHO-H. .. . n ..I in: _. 51....-. .1. 1 I 1!... at .... ......I. on... . .. ... . 1.0.. Now H How Ho H m¢m a m onH nw. w .me.H4 m «no.5 «Hwoz . H m oqi 088 m mam owe o n 84. H81 mm6.emH H " emu mHo u ewe 48H . mHeaos .mHNIN ..8mmzmwm:w . .W6¢:mwfl.mm¢ on .11 .mmwumwmxuw noo.m¢u .HoH. a son . owe com 8H4 m 1 Foe 0; 4m» mm son m “mm m mom . 0H6 Hem , 858 N m «an we emu o4 mom 5 ”mw s 428 . mum mm. . mom H n on. as 8.0 so 1 .4. HH "H. 8 8mm “ omo moH “ «on H _ 40H am one mm _ “Hm m:. HoH m N3 .. Nam mam m mmm .H " mom 3 com 3 03 na .5 4 sum m mpH mop . son 8 m age omH 1 map mm own 6H Moo . m 5mm H M 0mm mHo H H «Hp m " mmm 08H m 40H 44H Hem em we. a N Hon “ mum «m4 1 Hmo 4 w m¢m mu mph um _ 5H5 0H “04 H H «48 2 new mom . ass 2 . men mm mHo mo m am. NH ”64 _ 0 .sm coo OHN 1 one H m new on was on n20 8 NH HH «0. How Hon w ssm N _ 82H mm 4mm H. mm. s «a «H. waw ”gem NH mmgmmmm. .w no mammgfr1121. - 7 H23 .638 H38... _ .833 .5?" 10832.21 84., H309 a 93 H38. n H3 «3 a HH 2 .68 ZOHB<2H3¢NKVAdoHUqurvwmm .m.o.< mma mam 02¢ OZHBHME 32¢ OZHQwax 2H mHmM4<4< AdOHBHmU mo 9mma any moz meoamoem mmomo 924 . .~ HH> m4mH urn :m .-¢NN.0w¢.-.u--oNN HH Hmm4NN m HNW... «Nm Nb.“ HNN HH NHN. .N..H.H .waym. new mH H van mam mH “ mNH 000 mm m Nmm Hmo 4H . mum mHm cm H 5mm mmm mm H NHm 0mm nu H 0mm H cam mN “ 8H8 on on _ 8mm MmN m _ “NH mmm 5H ~ 044 955... - w.-.wmo- .mmzwm HNHQV . 8.09-6.01 .< - .9.o. umomv H snow 1 mcwxcng HNoHpHuo mo Home pom muoHHmeoHao :H Von: Hos m309m mHzp pom muan* ....... .-mamn9 _Nx: l}.ufll." "’l~l¢ 10-31.. 1...: deuoa NH vcm HH amoH* mu¢939 mam ..-..1..-.JN...H.H NMJNNH. Mp... NTMJ- Ewan. 0mm SHH 9.8 gm 119M ....9........ . 1 m m .. .HH S. _ .3 .3 ......H: m . ......H. . .8 H... . - a. .2... .4. H ... .wa m2. .1 .NH .2. m m mm. Hmm mH. .mN HU as. .moH ... “mm- - -._..fl ...i... ----- u -...-.. .--. . - ---: NON Ho , mom N “ Nmm :No . NNN . 1 mNm HNH H mac OHn.w NNN m HH 8N4 m * Nmm QNH HmH H NmN H 1 Nos HH H m4. em - miH HH .0. 2H “ mHH «Ho NmH N mmm H 1 so. mm H .HN 8H coo 8H 4.. «N “ 2N. m 0mm m0N M 8.0 N 1 mm. Hm w New N. can NN NmH HH " HNm . om. NNH 1 0.0 H m mm. H. 1 mom mm up. NH Nmm 4N " NNN mo. HHN _ omN N . mHm N. _ Na. we , How 8N NNN mm M NQH H 9N. .NH . mo. m H ooN NmH 48m NNH 1 HoN .4 . cam a. H 8.2 H _ «mm NH“ . ..m H M on. HNH HHN mmH H saw an H .NN NH . ma. an. moH . mm. H 1 8H. H8 NNN NH 1 was ON 1 §§_ N: 5:21 32182 Hfiaqagfi «NH m _ 0. Ho. H4 “ sen . mmN “H . Hmo NH M «NH . . me mH _ Nam M No. oNH _ mHN H _ can 82 “ mNm HH H HmH “H . . . . Ho 1%.... H-923 _Nmflmfim ....H... No .321-.. ----119--..-....-..........- HHNQV zonoom Hasoe=. .sommm .noH.N u..a-.um H..HN.H.H.H.N monHmpoe x.NHo Haaoe_x Han .Neo 2 HBO z .4 a .9.0 — ZOHBHZHE mHmH pmpamzo mmmv mmsHHom mo mu0pzm>CH How mGOprHonmo nH we»: go: macaw mqu you auao* ONO OOH N ONO On NON HHm.H .mNH Nm NNm,m4m O mmO mm, .NNN mmm, OON Noam NHO OOH N .mNNO aHNHoN mum mmH.. ..NHW.H. HHw.OHH mNN H HON.HOnw. .mmm.m. NHN omH New ONH mmm HNH NH.oz mmmH* N8 9N N”. Na R _NHH NNO N Nmm mm ON“ OH... O 3. HO £5 E. m HNO SR 93 ONN N 23.: N9“ .5... £le NON N. MN .. Nolm. ONO. 8N H 3.1%. «NO _NOO. ..H Ola N NON H8 HOH N HHO ON Mmq H NNH OO mNH H OON OON OHN N NNN mmH OOH HNH NOH ON NN m mmH ON NON H OOH Hm HNm H OHN HNN ONa N HNH OOH OHm NHH OHN ON mN N ONH qu , .34 N 03 HmH 0mm N «mm 34 m8 .H m9. HmN omm mmN 00m 3H .3 0 com HN _ ONO H 0mm mm mmm ONO mOH Non H NON NOH mNm mm mNm «O OH m Own HHN . qu m mom NOH Hum w NHN mHm mmw 4 Ham mom mom MON 4mm HNH NH H NON NmN ON m OOO NON ONN m ONH «ON HNO O NNH O44 «Hm NON ONO mmN OO m ONO mom NON m mHO mOm NNN m OmN NHO H NHN N ONO NON OON Ham NOm NNN ON N ONO OOH OH“ N «on mmH NON N ONO NNH HNO 4 mOH HON mwm NmN NNO NHH OH H Omm NNH ONN N Nam OHH OHO N mNN NON NNN 4 NmO OON mNN mNN “NNO HOH OH O NNO ON mNN H NHN OO mHO H OOO OHN ONO H mNN HHH mNN OHH NNH OO NH HH NNN mNH NHN H HHN OHH NNN H HON HON NNN N mNN OOH NON NNH HNH HNH NN NH. NM mo 38ij mo mag. .mmniwdimwsw..3w.u.wuounmmmflm:w NH mo mazmidx .3 95m A mHV AHmHV schoom Hanna: .505n .xomm NNNN-NNON .O N0 .H NNNN-NNN .m N0 .H HNNHONHONNNNN NON Hmpoe_x NmH HNNoN H HmH NmH a HNH z ouoo ZOHZHHHSN HHOHOOHONOHON .N.O.H Ba NON O24 ENHHE NO Eggpfi EH NON ONOOOONN NOONO OZN “NH NO maOm «H NO NOON xH MHmda N. 'l- Cooperative Study of Evaluation in General Education of the American Council on Education A TEST OF CRITICAL THINKING FOR! A Read these directions before beginning the test. Improvement of your ability to think critically and effectively is one of the aims of general education. This test is designed to provide a measure of your competence in dealing with a variety of problems, all of which require some kind of critical thinking. The test does not cover all aspects of critical thinking, but it does involve several important types of thinking. within the test you will find directions for groups of questions. Read these directions carefully so that, before you answer a question, you know Just what is being asked. You are expected to complete the test within 45 minutes. Your score will be the number of questions you answer correctly. You may, in some cases, come acroSs words which are not familiar to you. If you do, don't worry about it. The unfamiliarity of such words will not prevent your answering the questions. Your answers to the questions are to be recorded on a separate answer sheet. Fill in the blank spaces on the side of your answer sheet (your name, the date, etc.). For Name 2; Test, write Critical Think- ing. For Part, write Form A; 22_not make any marks gg_this test booklet. Use scratch paper if necessary. Copyright, 1951, by the American Council on Education Items l_through‘g_refer to the following story and Select the one best answer to each of the follow- conclusion: ing items (10-13). In a radio broadcast the following story was told: 10. "There are women Eskimos. How do I know? Be- "The people in a little mining town in Pennsylvania get all their water without purification from a clear, swift-running mountain stream. In a cabin on the bank of the stream about half a mile above the town a worker was very sick with typhoid fever during the first part of December. During his illness his waste materials were thrown on the snow. About the middle of larch the snow melted rapidly and ran into the stream. Approximately two weeks later typhoid fever broke out in the town. lany of the people became sick and Iridied." Conclusion: The speaker then said that this story showed how the. sickness of this man caused wide- people. Items 1 through 1 are statements which might appear in a discussion of this conclusion. Assum- ing that the story as told was true, mark each statement according to the following scale: 1. The statement argues 12; the conclusion. 2. The statement argues against the conclu- sion. 3. The statement argues neither for nor against the conclusion. ...: Typhoid fever organisms have been known to sur- vive for several months at temperatures near_ the freezing point. 2. Good doctors should be available when an epi- demic hits a small town. 3. There may have been other sources of contamina- tion along the stream. 4. The waste materials of a person who has a severe case of typhoid fever contain active typhoid organisms. 5. Typhoid fever may be contracted by using water which contains typhoid germs. 6. Typhoid orggnisna are usually killed if sub- Jected to temperatures near the freezing point for a period of several months. 7. Sickness and death usually result in a great economic loss to a small town. 8. There may have been other sources of typhoid fever germs in the town, such as milk or food contaminated by some other person. 9. The symptoms of typhoid fever usually appear about two weeks after contact with typhoid germs. lit.‘ 13. 11. 12. cause everyone knows some men are not adult Eskimos, and this means some adult Eskimos are not men. That's how I know there are women Eskimos." This argument is 1. acceptable reasoning, because the con- clusion is true. 2. faulty reasoning, because it is not true that "if they're not men they would have to be women." 3. acceptable reasoning, because "some men are not adult Eskimos" does mean "some adult Eskimos are not men" and it is true that if they're not men they would have to be women. 4. faulty reasoning, because we can believe "some men are not adult Eskimos" without believing also that "some adult Eskimos are not men." 5. acceptable reasoning, because the con- clusion, regardless of its truth, cer- tainly follows from the reasons given. A stock breeder plans to ship 50 horses, 50 cows, 50 goats, 50 sheep, and 50 pigs to a new location. In order to make a fairly accurate estimate of the total weight of his animals, which of the following would be most useful to him? 1. The total weight of 50 animals from his stock, selected at random. 2. The average weight of 50 animals from his stock, selected at random. 3. The total weight of one horse, one goat, one cow, one pig, and one sheep, each selected at random. 4. The combined average weights of 5 pigs, 5 sheep, 5 goats, 5 horses, and 5 cows. all selected at random. 5. The average weight of the first 125 animals to enter the barn. The head physician at Cowlick College wishes a reasonably accurate estimate of the number of cases of chicken pox treated at the infira- ary during the past five years, but his time is limited. A total of 10,000 cases of all kinds of sickness were treated during the period. A study of which of the following samples from his records would probably be adequate and still conserve his time? 1. Every odd-numbered case from the 10,000. 2. Every twentieth case from the 10,000. 3. 400 cases selected to represent propor- tionately each age group. . The last 400 cases treated. . The last 200 cases treated. Unh- lhich of the samples in Item ;§_would probably be the,L§A§I accurate? ti!!! In Items 11.through 11 you are to accept as true that all window-washers are Egorlz paid, and some window-washers have large families. Iark each of the conclusions, ;g_through ;1_according to the following scale: 1. lust be true on'the basis of the given statements. light be true on the basis of the given statements. lust be false on the basis of the given statements. ‘ 2. 3. 14. Some people who have large families are not poorly paid. 15. Some people who are poorly paid have large families. 16. All people who are poorly paid have large families. 17. No people who are poorly paid have large fami- lies. a a a a a At a faculty conference Professor Chattery said: ilO EDUCATED IAN I8 UNPREPAEED EOE IARRIAGE. Other faculty members commented on this remark, and their comments are given in Items 1§_through .21, Hark each of these comments according to the following scale: 1. That means Just the same thing Chattery said. ' 2. No. That can't be true if Chattery is right. 3. You can't tell from what Chattery said whether that is true or not. 18. Everyone who is prepared for marriage is edu- cated. 19. Some men who are unprepared for marriage are educated. 20. If a man is not educated, he is prepared for marriage. 21. No one who is unprepared for marriage is an educated man. fit... Items §g_through gz.refer to the following argument: The college committee in charge of social regula- tions was holding an open hearing on a proposal that the rule on chaperoning coeducational out- ings (wiener roasts, overnight hikes, campfires, etc.) should be more strictly applied. A student in the audience got the floor and made this speech: A. This whole discussion is ridiculous, for we shouldn't have chaperones at all: You see, any chaperone you get will either arrange not to see what happens or he will be so badly outnumbered he can't keep track of what is going on. C. But chaperones are supposed to guarantee that what goes on is respectable. D. So the chaperonage system is utterly ineffective and full of hypocrisy. E. Besides, collegians will never develop maturity 22. 23. 24. 25. 26. 27. unless they are given responsibilities to exer- cise and are really trusted with these respon- sibilities. There is one statement which the student did not offer as a reason for any other statement. That statement, his main conclusion, is l. A OILUN N|5¢5lfl The student-A_as a reason for . B . C . D . E . none of these. (Inhabit-A The student offered‘§_as a reason for . C . D . C and D . E . none of these. Clahtht-l The student offered.g_as a reason for . B . D . E . D and E . none of these. OILWNH The student offered_2_as a reason for . none of these. The student offered_]_as a reason for C O D . none of these. ttttt Items 28 through §§_concern definitions of prob- lems. Each item is a brief description of a sit— uation, followed by five possible statements of the problem involved. Select from the five state— ments the one which a. faces the problem, and b. is broadest and most inclusive. The statement you select need not be the wisest one or the one you would personally accept. You are to select only on the basis of whether the statement faces the problem and is broader and more inclusive tEEE the other statements. __- 28. The Kemp family wishes to repaint its living room walls. Their problem is: 1. What color and kind of paint will best fit the family's use of the room and budget of time and money. 2. What color goes best with the rugs and curtains. 3. How best to time the painting in rela- tion to baby's sleep, Jane's birthday party, and other events scheduled for the house. 4. What kind of paint--water or oil base, etc.--is cheaper in the long run. imme- diate area covered and washability and durability all considered. 5. Whether they should use wallpaper since it will be cheaper and more colorful. 29. A recently married couple decide that they will give $200 of their annual income to charity. Their problem is: 1. What charity-supported works are most deserving and in need of the money they can give, and what distribution of their 3200 best balances these demands? 2. now to deal with those making the appeals, with the least time and bother and with the most congenial response to their re- quests. 3. Which of the appeals which come to them is most worthy? 4. Whether this amount ($200) is too much or too little for the cause they want to aid. 5. Whether concentration of their gifts in one agency would do more ultimate good than distribution of it among several users. 30. A housewife is trying to decide upon a menu for a dinner for eight. Her problem is what choice of foods would be most 1. indicative of a cultured, hospitable, and moderately well-off family. 2. economical to prepare and, in view of their different needs, healthful for all of her guests. 3. likely to conserve time, energy, and ex- pense in preparation and serving. 4. novel and interesting as works of culi- nary art, and sure to keep conversation going if no other topics catch on. 5. satisfying to the tastes and needs of the group and of the occasion and within her budget. - 4 _ 31. A college Junior, Howard is enrolled in English History. In the mid-semester test he found that he was near the low end of the grade curve, chiefly because a large number of stu- dents had used "ponies" on the test. Howard told the professor about the cheating, but this professor could not believe that cheating could occur in his classes without his observing it. Howard must receive a high grade in this course if he is to maintain his membership in the college honor societyanoward's problem is: 1. Should he give up getting into the honor society in favor of concentrating on other benefits in English History? 2. How could he do something effective to improve the conduct of examinations at his college while getting the best honest grade possible? 3. How could he get a good grade in the course even though his examination grade was low? Considering not only "ponies" and other means of improving his own grade, but also ways to confuse or otherwise trap his cheating competitors into showing their hand, how could Howard compete with them? 5. now could he get the professor to see the real situation and lead an effort to correct it? A A shy but talented freshman,who has had little ‘experience in dating, telephones a popular and considerate upperclass woman for a date to the main dance of the year Just two days before the big event. Which of the following answers shows the best perception of the problem she is dealing with? 1. "Sorry! I'm all dated up. think you would ask me." 2. "I'd love to, Doug, but I have a.date already. Give me a chance again next year, will you " 3. "Thanks, Doug, but Jack got here first. I can get you a date though, and a bid to a gay old party afterwards where you can really let your hair down. Are you game?" '4. "Gee, I've already accepted Jack's bid. But, say, would you like a tip on a cute girl who's holding out another day on a bid she's got in hopes you'd call?" 5. "Sorry, Doug. Have you tried calling any of the freshman girls?" I didn't i:- .. .. 33- Where are you coins to settle?" one graduate 41. Blake Aluminum ducts do save money for the asked another. Which of the following responses buyer, shows the best perception of the problem? 1. "Albany. That's where my best Job offer 42. Delivery on orders for aluminum products is 18_n slow at present. 2. "We're not going to settle right away. First we'll see a bit of the world and 43. FHA approval for a building product is an then maybe look for a Job." asset. 3. "Somewhere in the Southwest. We prefer the country and people, and the wife's 44. The prospective buyer's contractor knows about asthma isn't so bad there." Blake Aluminum ducts. 4. "I can make a living anywhere, so we'll probably live near Washington, D.C. It's interesting to be near the center of political activities." 45. Blake Aluminum ducts may not be the best alu- minum ducts on the market today. 5. ".11119 likes the mountains, and I like 46. A house in which sound is deadened is usually the seashore; the best Jobs are in the zzzizzrzd t° a h°“°° in which sound 18 not e . Iidwest; so we've decided to cross that bridge when we come to it." 47. Ordinary galvanized ducts don't need to be a a a a a painted anyway. Items §4_through grefer to the following news- a It a t a: paper advertisement: "Wanna buy a duct? If you're planning to install a‘warm air heating system, ask your contractor about the advantages of Blake Aluminum for duct- work. Iany have already found it saves money be- cause it's easier for workmen to handle, gives more long—run satisfaction because it never rusts, never needs painting, is always neat. Aluminum's natural insulation prevents excessive heat loss; (please go on to the next page) sound is deadened too. Approved for FHA financing." In this advertisement the writer makes a number of claims for his product. He also takes for granted a number of ideas about it, about prospective buy- ers of heating systems, etc. lark each of the statements,‘gg'through‘ng according to this scale: 1. The writer states this, although maybe not in Just these words. 2. The writer does not state this, but he does state something which shows that he must have taken it for granted. 3. The writer does not state this, nor does it have any relation to his argument. 4. The writer does not state this and it would weaken his argument if he did state it. 34. Installation expense is a significant item in considering the cost of heating equipment. 35. Ordinary ducts are harder to handle than alu- minum ducts. 36. Some people are thinking of installing warm- air heating systems. 37. Aluminum ducts cost more than galvanized iron ducts. 38. Durability as well as initial expense should be considered in buying heating equipment. 39. Brick houses take a different shape of heating duct than do frame houses. 40. Some buyers of ducts live in the country. Items,1§ through.§1 form a sequence based on a developing situation. In answering an item, con- sider only the information given you in it and in the preceding items. (Do not consider information presented in the items which follow. The correct choice in one item may appear to be incorrect if you consider information presented in later items.) You find yourself stranded late at night in the deserted waiting room of a Balkonian airport. You are hungry. You find a large vending machine about which you know nothing. It has no display windows or pictures, and the directions are written in the Balkonian language; which you cannot understand at all. Beside the machine is a waste basket contain- ing a few discarded food wrappers and bever- age cups. 0n the front of the machine you find a coin slot the size of a Balkonian _ dollar, a delivery chute, and a panel of but- tons arranged as follows: ©3@@- 5L ONO 2 You must depend upon your own ingenuity to operate the machine. 48. Egg insert §_Balkonian dollar in the coin slot, 22; nothing happens. On the basis of the little information about the machine you now have, which of the following explanations of the machine's failure to operate would be most likely to be true? (NOTE: in answering this item, do not consider information pre- sented in later items.) 1. You did not insert the right kind of coin. 2. You must push one or more of the buttons to make the machine operate. 3. You must push the button marked®to make the machine operate. 4. The machine is out of order. 5. The machine is empty. 49. You push the button marked®and nothig BE pen__s_; then you push the®button and still nothing happefing. Finally you push the®but- ton, and the machine promptly delivers a pack- age of peppermint chewing gum and three Bal- konian quarters. On the—bEEIs-ET the little information given you up to and including this item (do not consider later items), which is the most likely explanation of the machine's behavior? 1. The machine will not operate unless the @button is pushed. 2. The machine will not operate unless the @button is pushed. 3. You must push a numbered button to make the machine Operate. 4. The order in which the buttons are push— ed determines whether the machine will operate. 5. The machine contains only chewing gum. _ 3 _ 50. 52. Since the gum does not satisfy your hunger, you risk another dollar, pushing, in order, buttons®®© and getting a package of E_l__e- phant cigarettes, but no _chagge. At this point which of the following is the most likely explanation of the machine's behavior? (NOTE: the choice you should mark is the one for which you now have the most evidence: the correct choice here may not prove to be the true ex- planation later.) l. The numbered buttons determine the type of product (gum, cigarettes, etc.) delivered. 2. The e®button causes change to be returned. 3. Buttons @0 . © @ . determine the type Of product delivered. 4. The button causes change to be re- turned. 5. The machine contains only gum and cigar- ettes. You are still hungry.- Again you insert a dollar and push, in order, only buttons and C2) and you get a package of Lign cigar- .ettes (a different brand) and gg_change. For which of the following explanations do you have the most evidence at this point? 1. The machine contains only cigarettes and gum. 2. The ® button must be pushed to secure change. 3. Pushing or not pushing the ® button determines the particular brand or flavor of product dispensed. 4. The numbered buttons determine the parti- cular brand or flavor of product dis- pensed. 5. The buttons @9@ ® ® determine the particular bran or flavor of product dispensed. You are still hungr . You push, in order, the buttons marked é and you get a package of wintergreen chewing g2! (a different flavor) and three Balkonian quarters in change. The evidence now in hand points most strongly to the theory that 1. different brands or flavors of products are delivered purely by chance. 2. the numbered buttons determine the brand or flavor of product delivered. 3. the order in which the buttons are pressed determines whether or not change is re- turned. 4. change is returned only when the @ but- ton is pushed. 5. the button must be pressed in order to get change. 53. Still hungry, you try again. You push, in 56. By this time one sandwich is not enough. You <:) 1 pkg. wintergreen chewing gum and 3 quarters order, buttons © ® ® . The machine prompt- try buttons ® ® and get another ha; sand- ly delivers a cup of steaming, unsweetened wich a£g_ggg’guarter ig_chagge. The evidence black coffee and two Quarters. On the basis you now have points clearly to which of the of this information, the best explanation of following explanations of how change is deli- the machine's operation is: vered? 1. You get change according to the price of 1. Change is returned automatically by the the product, not according to the machine according to the price of the buttons you push. product; the buttons have nothing to do 2. You must push the (:) button to get with it. change. 2. Change is returned according to the 3. You must push the C:) button to get price of the product, but only when the change. ® button is pushed. 4. You must push the (:> button to get 3. The order in which the buttons are push- coffee. , ed determines the change. 5. You must push the (:) button to make the 4. You must push one of the odd-numbered machine operate. ' buttons to get change. 5. You must push buttons (9 or to get The results you have obtained so far are summar- change. ized below. A dollar was inserted each time. Buttons Pushed Results Obtained 57. You have now tried all of the lettered buttons fi except . Which of the following products, ® ® ® 1 pkg. peppermint gum and 3 according to the evidence now on hand, is most quarters likely to be controlled by this button? 6) ® 1 pkg. Elephant cigarettes,’ but 1° Handkerchiefs no change 2. Pocket-size books 3. Coffee with cream ® 1 pkg. Lion cigarettes, but no 4. Candy change 5. A third brand of cigarettes <:) black, unsweetened coffee and 2 quarters 54. You like your coffee with cream. Which of-the following combinations of buttons now seems most likely to deliver this? 1. . 8 55. You push buttons (ID and © and get a ham sandwich but 22 change. Which one of the following explanations is most likely? 0|wa 1. The machine contains only one variety of sandwich. 2. You do not get a sandwich if you push the@ button. , 3. You must buy coffee before you can get a sandwich. 4. You must push the ® button to get a sandwich. 5. You must push the @ button to get a sandwich. Cooperative Study of Evaluation in General Education of the American Council on Education CRFTICAL ANALYSIS TEST / Paul B. Diederich DIRECTIONS: This test will require an analysis and comparison of the three passages that are printed on page 2. The passages discuss essentially the same subject from different points of view, and it will be your first task to discover what this subject is. Then there will be two sets of questions: 1. questions on the passages themselves, 2. questions on a paper writen about these passages by a college freshman. For all questions, blacken the answer space corresponding to the best answer. There are no strict time limits, but most students will be able to finish easily within a fifty-minute period. Before beginning the test, fill in the blanks at the side of the answer sheet. Copyright by the Educational Testing Service, Princeton, N. J. I The nation, with all its so-called internal im- provements, which are all external and superficial, is Just an unwieldly and overgrown establishment, cluttered with furniture and tripped up by its own traps, ruined by luxury and heedless expense, by want of calculation and a worthy aim; and the only cure for it is in a rigid economy, a stern and more than Spartan simplicity of life and elevation of purpose. It lives too fast. len think it essential that the Nation have commerce, and talk through a telegraph, and ride thirty miles an hour, whether they do or not; but whether we should live like baboons or like men is a little uncertain. If we do not get out sleepers,‘I and forge rails, and devote days and nights to the work, but go to tinkering upon our lives to im- prove them, who will build railroads? And if railroads are not built, how shall we get to heaven in season? But if we stay at home and mind our business, who will want railroads? ~We do not ride on the railroad, it rides upon us. Did you ever think what those sleepers are that underlie the railroad? Each one is a man, an Irishman, or a Yankee man. The rails are laid on them, and they are covered with sand, and the cars run smoothly over them. They are sound sleepers, I assure you. And every few years a new lot is laid down and run over; so that, if some have the pleasure of riding on a rail, others have the misfortune to be ridden upon. And when they run over a man that is walking in his sleep and wake him up, they suddenly stop the cars and make a hue and cry about it, as if this were an exception. I am glad to know that it takes a gang of men for every five miles to keep the sleepers down and level in their beds, for this is a sign that they may sometime get up again. II lyself when young did eagerly frequent Doctor and Saint, and heard great argument About it and about: but evermore Came out by the same door where in I went. With them the seed of wisdom did I sow, And with mine own hand wrought to make it grow; And this was all the harvest that I reaped-- "I came like water, and like wind I go." Into this universe, the :21 not knowing Nor whence, like water willy—nilly flowing; And out of it, as wind along the waste, I know not whither, willy-nilly blowing. Waste not your hour, nor in the vain pursuit Of This and That endeavor and dispute; Better be Jocund with the fruitful grape Than sadden after none, or bitter, fruit. The moving finger writes; and, having writ, loves on: nor all your piety nor wit Shall lure it back to cancel half a line, Nor all your tears wash out a word of it. ‘ sleepers= railroad ties III No man can serve two masters: for either he will hate the one and love the other; or else he will hold to the one and despise the other. Ye cannot serve God and mammon. . Therefore I say unto you, Take no thought for your life, what ye shall eat, or what ye shall drink; nor yet for your body, what ye shall put on. Is not the life more than meat, and the body than raiment? Behold the fowls of the air: for they sow not, neither do they reap, nor gather in— to barns; yet your Heavenly Father feedeth them. Are ye not much better than they? Which of you by taking thought can add one cubit unto his stature? And why take ye thought for raiment? Consider the lilies of the field, how they grow; they toil not, neither do they spin: and yet I say unto you that even Solomon in all his glory was not arrayed like one of these. Wherefore if God so clothe the grass of the field, which today is, and to—morrow is cast into the oven, shall he not much more clothe you, 0 ye of little faith? Therefore, take no thought, saying, what shall we eat? or, What shall we drink? or, Wherewithal shall we be clothed? For after all these things do the Gentiles seek: for your heavenly Father knoweth that ye have need of all these things. But seek ye first the kingdom of God and his righteousness; and all these things shall be added unto you. Take therefore no thought for the morrow: for the sorrow shall take thought for the things of itself. Sufficient unto the day is the evil thereof. , Part I DIRECTIONS: Iark the best answer. 1. Which of the following questions is the central concern of all three passages? 1. Is the pursuit of pleasure a desireable goal in life? 2. Is hard work necessary for success in life? 3. What should be our chief purpose in life? 4. Is the pursuit of material values contrary to religion? 2. Which of the following best represents the goal proposed in Passage I? 1. The development of the Nation. 2. Simplicity and elevation of purpose. 3. To ride upon the railroad rather than to be ridden upon. 4. To keep the sleepers down and level in their beds. 3. Which of the following best represents the opposite of the goal proposed in Passage 1? 1. The Nation. 2. Spartan simplicity. 3. The sleepers. 4. Building railroads. 10. 11. Which of proposed 1. To 2. To 3. To 4. To the following best represents the goal in Passage II? sow the seed of wisdom. come like water and to go like wind. be Jocund with the fruitful grape, do whatever the moving finger writes. Which of opposite 1. Doctor and Saint. 2. Sowing the seed of wisdom. 3. Whatever the moving finger writes. 4. Endeavor and dispute over This and That. the following best represents the of the goal proposed in Passage II? Which of the following best represents the goal propoSed in Passage III? 1. The kingdom of God and his righteousness. 2. Sufficient unto the day is the evil thereof. 3. Take no thought for your life. 4. Refrain from any sort of labor. Which of the following best represents the opposite of the goal preposed in Passage III? 1. lammon. 2. The morrow. 3. Food and clothing. 4. Hard work of any kind. Which of the following descriptions of man's role in life as conceived in these passages is least'accurate? 1. 2. 3. I: Nan is a tool-using animal. II: Nan is a puppet of fate. III: Ian is a child of God. Which passage expresses concern over the ex- ploitation of workmen in the pursuit of material values? 1. Passage I. 2. Passage II. 3. Passage III. 4. None of them. Which passage places chief emphasis upon serv- ice tg_others? 1. Passage I. 2. Passage II. 3. Passage III. 4. None of them. Which passage or passages emphasize simplicity as essential to a good life? 1. All, about equally. 2. None of them. 3. Passages I and III. 4. Passage II. 12. 13. 14. 15. 16. 17. Which of these views is based on the feeling that there are no answers, that effort is useless? 1. Passage I. 2. Passage II. 3. Passage III. 4. None of them. Passages II and III both deny the value of "taking thought." How do they differ? 1. II regards thought as unrewarding; III as a necessary evil. 2. II refers to thought about philosophic issues; III to thought about making a living. 3. II prefers action to thought; III pre- fers faith. 4. II refers to thought about fate; III to thought about God. All three passages seem to regard material possessions as unimportant. Which statement of their reason for thinking so is legs; accurate? 1. We should reduce our wants rather than increase our means of satisfying them. It is pleasanter to drink wine. Striving for worldly goods interferes with the service of God. 2. 3. In which of the following ways are the "sleep- ers" in Passage I like the "lilies" in Passage III? ' 1. 2. 3. Both are subjects of parables. Both illustrate how men should act. Both illustrate what happens to people who concentrate on material things. ~Both illustrate the advantages of sim- plicity. 4. Which of the following pairs of passages are closest together in point of view? 1. I and II. 2. I and III. 3. II and III. Which passage or passages emphasize the thought expressed in the following quotation? "The world is too much with us; late and soon, Getting and spending, we lay-waste our powers." 1. All of them. 2. None of them. 3. I and III. 4. II. (Go on to the next page.) 18. 19. Which passage agrees with the thought expres- sed in the following quotation: "Life's but a walking shadow, a poor player That struts and frets his hour upon the stage, And then is heard no more; it is a tale Told by an idiot, full of sound and fury, ~Signifying nothing." 1. Passage I. 2. Passage II. 3. Passage III. 4. None of them. Which passage agrees with the point of view expressed in the following quotation: "Go to the ant, thou sluggard; Consider her ways, and be wise: Which having no chiefz Overseer or ruler, Provideth her meat in the summer, And gathereth her food in the harvest." 1. Passage I. 2. Passage II. 3. Passage III. 4. None of them. 20. Which passage emphasizes the thought expressed in the following quotation: "And the great cry that rises from our manu- facturing cities, louder than their furnace blast, is all in very deed for this,--that we manufacture everything there except men; we blanch cotton, and strengthen steel, and re- fine sugar, and shape pottery; but to brighten, to strengthen, to refine, or to form a single living spirit never enters into our estimate of advantages." 1 . Passage I . 2. Passage II. 3. Passage III. 4. None of them. PART II DIRECTIONS: First, read the following paper. The student was asked to review and compare the posi- tions of the three authors and then to state his own. 1 The three authors regard success in 2 a J0b 88 unimportant because many in 3 obtaining success use others as stepping 4 stones. Success is seeing the good in 5 others and living a good life. 6 Passage I considers any improvement 7 in mechanical things as unnecessary and 8 unsuccessful because thousands of people 9 are often hurt in making the improvement. 10 Passage II says learning is important; .11 it also says that if you're going to do 12 anything, don't do something you'll regret, 13 for what's done can't be undone. 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 DIRECTIONS: Passage III stresses the point that you shouldn't struggle for material things; food and clothing are nothing compared to everlasting life. All the authors agree that in success there is happiness, and there is no happiness in gains made crookedly. I believe success in work can't be the most important element in life but is very important. Being successful in business doesn't necessarily mean that you're leading a good life. Nany success— ful people have reached their goal by robbing and cheating others. Success in business often leads to conceit, and many successful people can't see the beauty in life for thinking only of themselves. Success in business is important in that it proves you can accomplish something. It is a good thing if you reach your goal honestly and get happiness out of your success. [any successful people aren't haPPY- The real success in life is happiness and making others happy. lany people are so busy rushing toward their goal that they haven't time to be happy. I believe success in business is important if you don't let it obstruct your vision so that you can't see good in people, and it takes up all your time. Hark the best answer to each of the following questions. 21. In items 21-29 assume that this student's purpose was to show that success in work is important, provided that—~and he mentioned all of the following but one. Which one did he overlook? 1. Provided that it is honestly attained. 2. Provided that it brings happiness in itself and leaves time for other forms of happiness. 3. Provided that it makes a constructive contribution to the common welfare. 4. Provided that it does not inflate the ego and prevent seeing good in others. 22. In the light of this purpose, as stated in _ 4 - Item 21, his review of the passages is 1. adequate, for he covers their chief ob- jections to regarding success in work as important. 2. adequate, for he points out that the only fundamental objection is to dig: hggg§t_success in work. 3. inadequate, for he includes only what is relevant to his purpose and leaves out many other points that could be made. 4. inadequate, for he neither recognizes nor refutes important objections to his position that may be found in the passages. 23. In the light of this purpose, as stated in Item 21, the opening sentence 24. 1. starts at a good point in reviewing the passages and immediately shows their only serious objection to his own posi- tion. starts at a good point but immediately falls into a misinterpretation. starts at a bad point; he first should point out what these passages say in favor of his position. starts at a bad point; he should first tell what each passage said before pointing to any conclusion that they hold in common. In the light of this purpose, as stated in Item 21, the sentence in lines 37-38 1. is the logical conclusion toward which his whole argument is directed. is one of the major reasons upon which his conclusion is based. is only a restatement of his conclusion in slightly different terms. is irrelevant to and inconsistent with his conclusion. 25. The student attempts to show that "success in work is important" by ‘ l. 2. first refuting the objections of the three passages and then building up his own case. setting up a straw man by misstating the objections of the three passages and then knocking it down. overlooking or misstating the objections of the three passages and then chiefly asserting and qualifying his conclusion. the propaganda devices of name—calling, begging the question, exaggeration, and reiteration without proof. 26. The student misinterprets at least one point in his review of each passage, but everything he says about one of the passages is a mis- 27. 28. interpretation. 1. 2. 3. Which passage is that? Passage I. Passage II. Passage III. At what point in the paper does the student's development of his own position begin? 1. 2. 3. 4. There the student's conclusion. 18. 21. 31. 37. line In line In line In line In one logical argument in support of In which of the is following lines does it occur? 1. 2 3. 4 lines 23-25. lines 27-30. lines 31-32. lines 37-38. In In In In 29. Which of the following is the best comment on the student's own arguments in support of his conclusion? 1. 2. They are true as far as they go, but the argument is incomplete. They are chiefly repetitions of the con- clusion in different terms, not argu- ments to support it. They sound plausible but commit many logical fallacies. There are about twice as many statements opposed to his conclusion as there are in favor of it. 30. Lines 3-4, "use others as stepping stones." This phrase is suggested by 31. Lines 32. Lines 1. 1. 4. 1. 2. 3. 4. 33. Lines 1. the remarks about the "sleepers" in Passage I. a misinterpretation of what Passage II means by "the moving finger." the position of all three authors. nothing that is stated or implied in any of the three passages. 4-5. This sentence is intended as a statement of the position of the three authors. intended as a statement of the writer's own position. intended as a statement both of the writer's own position and of that of the three authors. not clear as to which position is in- tended. 21-30. This paragraph is a fair statement of the main point at issue. misses the point, which is whether even honest success in work is an essential element of the good life. misses the point, which is whether in- dividual success makes for social pro- gress. misses the point, because none of the passages mentions "conceit." 31-32. This sentence is good, because it gives a reason for re- garding success in work as important. good, because it makes no mistakes in grammar or punctuation. poor, because "something" is vague. poor, because no one needs to be told why success in business is important. (Go on to the next page.) 34. Lines 37-38. Compare this sentence with the 35. 36. 37. 38. 39. 40. sentence in lines 4—5. 1. The writer is inconsistent in these two sentences. 2. The writer is consistent because the two sentences mean the same thing. 3. The writer is consistent if the first sentence is taken as the position of the three authors while the second is taken as his own position. 4. Even so, the writer is inconsistent, be- cause "happiness" is not necessarily the same thing as "living a good life." Lines 8-9. Which is the most accurate inter- pretation of what Passage I meant? 1. people are often hurt 2. workmen are injured 3. investors are defrauded 4. lives are used up Line 10. Which is the most accurate inter- pretation of what Passage II meant? 1. important 2. vital 3. insufficient 4. useless Lines 11-15. Which is the most accurate in- terpretation of what Passage II meant? I. if you're going to do anything, don't do something you'll regret, for what's done can't be undone. 2. if you have to decide on a course of action, be very careful, for one mistake may ruin you. 3. striving to accomplish anything is futile, because everything that happens is determined by fate. 4. life should be devoted to pleasure, be- cause it will end soon enough anyway. Line 17. Which is the most accurate inter- pretation of what Passage III meant? 1. everlasting life. 2. health and success in life. 3. the birds and the lilies. 4. the service of God. Line 20. Which is the most accurate inter- pretation of all three passages? 1. gains made crookedly. 2. ill-gotten gains. 3. material wealth. 4. the fruitful grape. Line 43. Which states most accurately what the student means? 1. it takes 2. it does not take 3. if you let it take 4. if you don't let it take a a a a a END OF TEST Cooperative Study of Evaluation in General Education of the American Council on Education INVENTORY OF BELIEFS FORE I This inventory consists of 120 statements which range over a wide variety of topics. As you read each statement you are asked to indicate quickly your agreement or disagreement with it in terms of the key given below. People have different reactions to these statements. This is not a test in which there are "right" and "wrong" answers. What is wanted here is your own quick personal reaction. You should be able to finish taking the inventory in 30 minutes or less. In responding to these statements you will notice that there is no way provided for indicating a neutral positibn. It is desired that you indicate a tendency toward either agreement or disagreement even though you may prefer to remain undecided. It is important that you respond to every one of the 120 statements. Before beginning work please record at the top of your answer sheet (1) your name, (2) date, (3) the name of your school, (4) your sex, (5) your academic class i.e., (Freshman, Sophomore, etc.). and (6) the name of this inventory. The key you are to use in responding to these statements is reproduced at the top of each page. (Note that you will never use the fifth response space on your answer sheet.) Copyright, 1951, by the American Council on Education 10. 11. 12. 13. 14. 15. Key: If you want a thing done right, you have to do it yourself. There are times when a father, as head of the family, must tell the other family members what they can and cannot do. Lowering tariffs to admit more foreign goods into this country lowers our standard of living. Literature should not question the basic moral concepts of society. Reviewers and critics of art, music and liter- ature decide what they like and then force their tastes on the public. . Why study the past, when there are so many problems of the present to be solved. Business men and manufacturers are more impor- tant to society than artists or musicians. . There is little chance for a person to advance in business or industry unless he knows the right people. . Nan has an inherent guide to right and wrong-- his conscience. The main thing about good music is lovely melody. It is only natural and right for each person to think that his family is better than any other. All objective data gathered by unbiased persons indicate that the world and universe are with— out order. Any man can find a job if he really wants to work. We are finding out today that liberals really are soft-headed, gullible, and potentially dangerous. A man can learn as well by striking out on his own as he can by following the advice of others. 16. 17. 18. 19. 21. 22. 23. 24. 25. ' 20. 26. 27. 28. 29. 30 O . I strongly agree or accept the statement. . I tend to agree or accept the statement. I tend to disagree or reject the.statement. I strongly disagree or reject the statement. The predictions of economists about the future of business are no better than guesses. Being a successful wife and mother is more a matter of instinct than of training. A person often has to get mad in order to push others into action. There is only one real standard in judging art works--each to his own taste. Business enterprise, free from government interference, has given us our high stand- ard of living. Nobody can make a million dollars without hurting other people. Anything we do for a good cause is justi— fied. Public resistance to modern art proves that there is something wrong with it. Sending letters and telegrams to congress- men is mostly a waste of time. Nany social problems would be solved if we did not have so many immoral and inferior people. Art which does not tell a human story is empty. You can't do business fits are profits; and not evidence in a law on friendship: pro- good intentions are court. A person has troubles afford to worry about of his own; he can't other people. Books and movies should start dealing with entertaining or uplifting themes instead of the present unpleasant, immoral, or tragic ones. Children should be made to obey since you have to control them firmly during their formative years. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. I strongly agree or accept the statement. . I tend to agree or accept the statement. 1 2 3. I tend to disagree or reject the statement. 4 I strongly disagree or reject the statement. The minds of many youth are being poisoned by bad books. - Speak softly, but carry a big stick. Ninisters in churches should not preach about economic and political problems. Each man is on his own in life and must deter- mine his own destiny. New machines should be taxed to support the workers they displace. The Successful merchant can't allow senti- ment to affect his business decisions. linisters who preach socialistic ideas are a disgrace to the church. Labor unions don't appreciate all the advan- tages which business and industries have given them. It's only natural that a person should take advantage of every opportunity to promote his own welfare. We should impose a strong censorship on the morality of books and movies. The poor will always be with us. A person who is incapable of real anger must also be lacking in moral conviction. If we allow more immigrants into this country, we will lower our standard of culture. People who live in the slums have no sense of respectability. We acquire the highest form of freedom when our wishes conform to the will of society. 46. 47 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. Modern paintings look like something dreamed up in a horrible nightmare. Voting determines whether or not a country is democratic. The government is more interested in winning elections than in the welfare of the people. Feeble—minded people should be sterilized. In our society, a person's first duty is to protect from harm himself and those dear to him. Those who can, do; those who can't, teach. The best government is one which governs least. History shows that every great nation was destroyed when its people became soft and its morals lax. Philosophers on the whole act as if they were superior to ordinary people. A woman who is a wife and mother should not try to work outside the home. We would be better off if people would talk less and work more. In some elections there is not much point in voting because the outcome is fairly certain. The old masters were the only artists who really knew how to draw and paint. Most intellectuals would be lost if they had to make a living in the realistic world of business. You cannot lead a truly happy life without strong moral and religious convictions. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. Key: Autos: H Hldhfl If we didn't have strict immigration laws. our country would be flooded with foreigners. When things seem black, a person should not complain, for it may be God's will. Iiracles have always taken place whenever the need for them has been great enough. Science is infringing upon religion when it attempts to delve into the origin of life itself. A person has to stand up for his rights or people will take advantage of him. A lot of teachers, these days, have radical ideas which need to be carefully watched. Now that America is the leading country in the world, it's only natural that other countries should try to be like us. lost Negroes would become overbearing and dis- agreeable if not kept in their place. Foreign films emphasize sex more than American films do. Our rising divorce rate is a sign that we should return to the values which our grand- parents held. Army training will be good for most modern youth because of the strict discipline they will get. When operas are sung in this country they ought to be translated into English. People who say they're religious but don't go to church are just hypocrites. What the country needs, more than laws or politics, is a few fearless and devoted leaders in whom the people can have faith. Pride in craftsmanship and in doing an honest day's work is a rare thing these days. - 5 76. 77. 78 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. strongly agree or accept the statement. tend to agree or accept the statement. tend to disagree or reject the statement. 'strongly disagree or reject the statement. The United States may not have had much exper- ience in international dealings but it is the only nation to which the world can turn for leadership. In practical situations, theory is of very little help. No task is too great or too difficult when we know that God is on our side. A sexual pervert is an insult to humanity and should be punished severely. A lot of science is just using big words to describe things which many people already know through common sense. Manual labor and unskilled jobs seem to fit the Negro mentality and ability better than more skilled or responsible work. A person gets what's coming to him in this life if he doesn't believe in God. Public officials may try to be honest but they are caught in a web of influence which tends to corrupt them. Science makes progress only when it attempts to solve urgent practical problems. lost things in life are governed by forces over which we have no control. Young people today are in general more immoral and irresponsible than young people of previous generations. Americans may tend to be materialistic, but at least they aren't cynical and decadent like most Europeans. The many different kinds of children in school these days force teachers to make a lot of rules and regulations so that things will run smoothly. Jews will marry out of their own religious group whenever they have the chance. The worst danger to real Americanism during the last 50 years has come from foreign ideas and agitators. 91. 92. 93. 94. Key: Autos: I-tHHH Europeans criticize the United States for its materialism but such criticism is only to cover up their realization that American cul- ture is far superior to their own. The scientist that really counts is the one who turns theories into practical use. No one can really feel safe when scientists continue to explore whatever they wish without any social or moral restraint. Nudist colonies are a threat to the moral life of a nation. 95. One trouble with Jewish businessmen is that 96. they stick together and prevent other people from having a fair chance in competition. No world organization should have the right to tell Americans what they can or cannot do. 97. There is a source of knowledge that is not dependent upon observation. 98. Despite the material advantages of today, family life now is not as wholesome as it used to be. 99. The United States doesn't have to depend on 100. 101. 102. 103. 104. 105. the rest of the world in order to be strong and self-sufficient. Foreigners usually have peculiar and annoying habits. Parents know as much about how to teach children as public school teachers. The best assurance of peace is for the United States to have the strongest army, navy, air force, and the most atom bombs. Some day machinery will do nearly all of man's work, and we can live in leisure. There are too many people in this world who do nothing but think about the opposite sex. lodern people are superficial and tend to lack the finer qualities of manhood and womanhood. 106. 107. 108. 109. 110. 115. 116. 117. 118. 119. 120. strongly agree or accept the statement. tend to agree or accept the statement. tend to disagree or reject the statement. strongly disagree or reject the statement. Iembers of religious sects who refuse to salute the flag should be punished for their lack of patriotism. Political parties are run by insiders who are not concerned with the public welfare. As young people grow up they ought to get over their radical ideas. Negroes have their rights, but it is best to keep them in their own districts and schools and to prevent too much contact with whites. The twentieth century has not had leaders win: the vision and capacity of the founders of this country. There are a lot of things in this worldthat will never be explained by science. Sexual relations between brother and sister are contrary to natural law. There may be a few exceptions, but in general Jews are pretty much alike. The world will get so bad that some of these times God will destroy it. Children should learn to respect and obey their teachers. Other countries don't appreciate as much as they should all the help that America has given them. We would be better off if there were fewer psychoanalysts probing and delving into the human mind. American free enterprise is the greatest bub- wark of democracy. If a person is honest, works hard, and trusts in God, he will reap material as well as spiritual rewards. One will learn more in the school of hard knocks than he ever can from a textbook. A LIAITED BIELIOGRAPnY In TdE 'WEAS OF GEEERAL EDUCATION; STUDENT INTERESTS; CRITICAL THINKING AND EVALUATION. I. General Education: A.Partial Bibliography The itans included in this listing have been selected, for the most part, frou works which h-ve been published since l9h9. Items dealing with this topic which were published prior to this time can be found in the following listings: Earl J. McGrath, "A Bibliorraphy in General Education", The Educational Record, January, l9h0, 96-119, and William Lyons, "A Further Biblio graphy on General Education", Journal of General Education, A: 1949, 72-80. 1. Adams, A. 3., "Needed Plus in Education", California JOurnal of Secondary Education, 26 (Jan. 1951), h02-TO6. 2. Adler, M.J., "Adult Education", Journal 93 higher Education, 23 (Feb. 1952), 59-67. 3. , "Labor, Leisure and Liberal Education", Journal 9; Higher Education, 6 (Oct. 1951), SS-AS. A. Albrecht, U., "Modern Languages are a Vital Part of General Education", Gennwn;guarterly, 25, l-h. 5. Alilunas, L.J., "General Education in the Social Studies atya Teachers College", Social Studies, AA (Feb. 1953), 61-6A. 6. Anderson, John A., "The Transfer Student - a Junior College Viewpoint", Journal of American Association of Colleoe Rc~istrars, 17 (Jn my, 1942), 618- -24. 7. Atkinson, R.N.P., "Should General Education Be Retained?" Social Studies, Al (may, 1950), 195-197. 8. Barnard, J.D., "workshops in General Education for College Teachers," Journal of Educational Sociology, 2h (Jan. 1951), 272-277. 9. Beck, R.N., "Let Us Liberalize Liberal Education", School and Society, 77 (Jan. 3, 1953), 3-4. lO. Belcher, W.W., "American history in General Education", Journal g£_General Education, 6 (Jan. 1952), 122-128. F1 \- go.— 1.-.] 1‘). 19. {\Q R.) IQ .. FU ‘12) k rm; f,. ' ' ', II . . , .L a , ~1' TW'EI‘I‘IF‘II, 1‘ .30”? '2! "‘."v'1 1.1- 1 .1 ‘-.': l.' 11"} 5.1"“ ' f' .1“ ;: -,‘.:.:r:t1*,)..‘( 1113399 19:1), 3 3-7° bestorg 11.3., Jr., 'Kpiberal-.Jtlcntion.a1micc , 21, ho. 2 (Apr. 1952), 1.1."1'3"I‘.!_’f‘-'*n OP.“ DIE-1'" flige-lou, h.u., "oer" a1 adicat on," Javiex 17 (1997), 2;8-365. Bird, Grace J., “Generzl Lgducet on in Junior JOHT‘UQ] OF SQQQ‘WJQT‘XI If} Fiftlfln, 22 («it‘l‘o __— v. I ...:e foyntcn, I..L)., ".ijlfit‘. THC" , fins :11 s :"af;r=n,” .T ‘D h “UPC“. OT qulfif‘i" . f\ — >onwenn mencrai '1 ._) Y‘ '1‘; F'"? “71"! L 1.)" ’ ’ "H A '.. ’\ ~ — ‘W I‘ . A, l! ,-3:‘ 1‘. f WY‘ 1 40‘ "Bx-98, \Iu. ,' -" vb 1:1?) , l) ‘—l\' 10 «I 1‘ 1.;‘1' --‘ ‘ .111 ' L r.0‘_ '(.J- .l i 195?}, Y-I.2. :- ~ u a 1 'I '1‘ - A. . - ," * o v‘ we ‘ , ‘- " 1 '- '7‘ l‘ 15] p.151 ECh, 14.1.. _9 ..LIH‘.)OI‘th1ue Of ".11 £715.":le t! CS «:1 ' ] Dro'afire, .. ., ”nenérfll '“uv on in an dsr ”I" u“17““él 0".rz1acr, .91 A or I..W1')-I:1, J O "‘. 5 ' ..- -‘-"\. r . 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Ln . n“ 04- J’JIT‘, . D ‘33. .., ..., )u. ”VJ {‘ .- ‘1 . -— “J 'l : I- ‘ , w , r I -/ ,- -I '~ '-. I ’. - ~ (~ - ‘ -- “‘ - 1 .3 J. -09., L. .n. , "A”. J "L n. w 744‘! 1‘. t. 011 vb c 1 art OJ. k: U”. :I‘. ‘ .-.-1.»? ‘ .1 ‘J‘f'l,’ .- ’3 -' Ji'J'WE ‘Mi'f: w." J) «( TI, )1] Kai-1F. 13732) ’ fo< -1 7 0 F5. Jahon, i. Lernnrd, ani Elwtohar x. -ntson, finnnral ;auéft on in -5" . ‘ . . . - . u —\ . - - .~ » . , . .- z o— J...‘ . o- . -- - V _ ; sJC- *W#e, xfignozugh a, rulxvcu\4 urm'né“31.qv izvx~u, L J“. )u. Gcznqxt, LJ.B. urn..- .- -. w...-.H" -..-MM Ller'qu'Ifl leiL-C(1L._Dn _'.. Inf-1‘3 JOHL‘ ”JnLtJ’ \"’.‘.' 1"?" S, EH'QY ~¢-'...?‘ ’ t ivy? Siflfli, If} (JUfya, J3:5t), «JJ. 31. Creuéan, n.r., ”man, the nettua taker,” dnurnrl of bansral .Ltidhfit‘on, (3 (Jan. 19:52), lO(>-]-2. 33. 3T0? , 3.3., ”hen College for Gener J mdzéct on,” u?h"ml aha o~c?otv, 70 (dec. 27, 19mg), M 9-12. 37. Curran, C.;.: "-th i? U nernl jducntidnt” fiuhrnl ,avaw, v1 (rel. 1533), 79- h. Ht. 4Jiche3, J., ”L?Qfi8 and the mmj,” haw unfiuhlic, l 5 ( at. 3?: xiv-“1), :‘Juj—LL' o J '“ r“ . ‘ ‘ ‘. ,13. -~,;, .-- _’ 'v -Ja'x w}, .JaJe, 3., "tranuralfirvxi ;&a¢cgJu>n,” .f“7x~l ;;:Jr'3rnn,]x> \dnn. }..-.j. l U " - w: t J ' ’ \' ' . r. r ‘ ' ‘,- r-s 7‘ I ,- J ‘ -. 4- ' ' . ' ‘ .. . LJC‘Ier, 1.1. .v. , ‘ Jan 31" J .3111.” Lyon .11] L. .9 Lfln.;-urr,nt inh u!- mql . {’11.- H T 1 .' fl.‘_: fl " v . _‘.._- “t .' ~'_ [rul'fl'- A f I 'O‘ll‘nvl lu'w' .' T19“?! n... u L. '19 fl1’1, ’48 (...-.1“. 1;: 7".) , ; :--I_—0. H J. can.ral Qdunau on far the infitrwctdr in a LréfgssLonal Coll-ye,” achavl find V0é70ty, 7; (lav. 319 1” w}: BlB-lfl- '_ le . ”JESKTZ’I‘, U .1 o , 1450 1.6. A7. #8. L9. 50. 51. 52. 53. SA. 55. 56. 57. 58. iv. Derbigney, Irving A., General Education in the Negro College, Stanford University Press, l9n7. be Zafra, 0., Jr., "Successful Techniques in Teaching General Education," Clearing House, 25 (Jan. 1951), 28A-86. Diamond, E.T., "Note on the Role of Biological Science in a Liberal Education", Journal g£_Geneg§L Edacagign, 5 (Jan. 1951), 158-164. ““ "““‘ Diekhoff, J.S., ”General Education in Wartime: a Lesson from World War II", School and Society, 72 (Oct. lh, 1950), 241-5. , "No Place for Privilege", Educational Forug, 17, (Jan. 1953), 168-175. Downie, N.M., and others, "Study of General Education at Syracuse Univexsity, with Special Attention to the Objectives", Educational.and Psvchological lieasuremsants, V. 10, No. 3 (1950 3, 359-66. Downie, N.M., 0.3. Pace and M.E. Troyer, "Problems in General Education Suggested By a Study of the Achievement and the Opinions of Syracuse University Stuients", Educational and Ps Icholog ical Lfieasuregfien’g V. 11,190. 171951)”. 76- 80. Dressel, Paul L., "General Education and Counseling", Association of Ame ican Colleges Bulletin, 38 (Oct. 1952), L28-32. , "Role of General Education in Articulation", Junior Colleve Journal 23 (Nov. 1952), lBl-ah. _u... m, "General Education and Uncertainty in College Youth", Journal of Higher Education, 23 (Nov. 1952), LO9- la. , "General Education Looks at Foreign Languages", School and Society, 77 (luarch. 14, 1953), 164- 7. , The Develogment 93: a Project of. Evaluation i_n_ General Educationfl, Unpublished ES., ca. 1950. , "The Articulation of General Education in the College to the Public School Curriculum", Proceediggg_of the. Northwest Conference on General Educa+ ion, Beliin jhan, dashinghan, western washington C llege of Education, 1952. Dressel, Paul L., and Lewis B. Mayhew, "The C00perative Study of Evaluation in General Education: Its Organization and Mode of Operation", Educationgl Record, (Jan. 1953), 5h-67. __ __ , "Cooperation Among Colleges in Educational Planning and Research", Educational Record, (Apr. 1953), 2-12. I {"\ .‘Vx ff» ‘0 P71 I I ‘r H J O -\ : V 1 \ : V fl , ' A r. N P ‘ '— ’ ' ' '\ ' l r ' ‘ l- " F"‘, L .11] L., . 1U. \’ 4.-., U.., ‘ ‘ 1”" ’ A . ”..-—— _.- —..—- W aw ’- xx. ‘ 1 I .. ' ~ *7 \‘V‘ - * - I \. fl ‘ n . 1 1 H" .3 ‘ ', [1.- ' l ' I ..-J .' ___—— I .——o—.———- a . “ " ’ S '1 . .. ... a-I\‘ L t 1., 1,, L... ,5 311% 'r--.~~~ - ' ”’lpr 37"11 ..i- w-.+ . 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IV), 1.} ."’.‘.L... 5 L r?arV*~:xi L.ni.v+¥rs;ltz¢a" 2332*1 3‘ iii L‘.:t -?f13 ‘7 L )3 11" '7- ('\ ”uenwral guuc;tion w fi . -1- 1 ') {\- 'I .. .. . .. , .‘L’ P... v- ,-. - . '." ”1,, .' x . ' n ‘- _ ’ ll’ffl‘fl‘r‘il .13111‘2'11101‘1 f-’)'1~‘i eL )tijt"” k ‘ '31“ LJ :I4‘ «:3 \zn’ " ( '-, TJ. :lJ’ 1%1) , 111. \ \‘v’ , \ P» ‘.,~.—'. “‘ ' L.‘ .- c u, n a L. ' ‘ ‘ ‘3 UTBQi ‘ 9) 1104-: L79» U' JP? 1'11») u. m n tn? :11]. .411: '98, 1.1.. 11.1 .«3 .1, ‘1 , . I: ’Ia' ‘i‘ ‘ . as; Eel‘ L‘K‘O v.1 no, .1/ i. r“ L :1 3 . -« 4- \ Hall, L.J., "-3931. is: the Tamera] 1.3113,: '9?" JUMI'H. l O ‘ “1 f - r r4 l r' .J.~\ ‘7' P7 ~ ”L: 'M‘ ‘+" ("2, 2) (do ti. 1‘7 FUJI) ’ ’5“! (—”)], . u...— ' '1 ,,4. ' ' " ... H .",..-« -2« “as, s., rite—tic arts 1Tl\h?vafixl ”data, on, .1.:~t ~~al “w—m- I..a>r3n-‘ :V"\ 9 ki‘{)r’ ].J3/ '2‘)" -- IL, a.\ g .' -~*-/’ ’12.). .1 ~ . "‘_ ..‘ T u.-. ' ‘.' . . H, .5 i' ‘,_ ‘ l. .. ' . , H MC'LJJ'], J. A ., ‘J.L¥.1. lJCLAEJs f\’"r I‘lfivlv': :1 \./|) 3.1.; ‘5'):1)Fa] 1"1L1:.. L Jr], p . L V r- \ _ ~/ ,.I: \ ,IA, v. l)‘.)r“\l V‘l, I 2 ( Jifit’. 3 .-’ ‘71?) ’ {1),} (-k;. _/ .~.a., ”Gene? 1 unscrtxon a”? General Laue t on downsizij" , A .gci’o‘fil sci omri 4.1;, ”('31 (£le '7 qty-g1), 3_’-\. t o 0— -v I 1 a 9 F/ \ I "J 0 V _, . . . "I I - 1 'F: -.~ . I In F '-~ . u »I . U- a. 9, ’ *— ...- * “1““. — ~~ N W *"h‘ \ ‘ ' 7 tr . -. :L La;., . ., IL, :2 ”‘ .I .;-;, L"_. “ ‘ ' "‘ . I Vi \IVj-tl KI! 7" --- ‘\l'. ' »' f‘ar. ‘ I U'L LVmB‘. :IH]. JLJTLLG L910”) 01"; AIJIlC‘. 1 I? -. l .. T' . ; ._;I_‘u ff" It). I " ‘3, 4‘ 5 .1 9L‘.\Q -.— *0.— w r .311 I ,- ‘ 1‘4 ~ . 4_ ...Iu . K; bl), J-, "—0 3’— ti'z‘ ’Vl " , ~ v m ‘1 '3 U’ 1' fl’ 'uJ. + - ‘afl‘y‘l Ironrgm Kgflxrju F., ;.Lg,'cynara1 Iruurxt on: \. ,. '1 . ' in 3-411111. in? )tI-i JULLCN ,” A" Ask; .Y9€¥93, 1931, 1h3'7. '- " H“ "i, ‘ ‘I“ ‘ V . ,. .‘ r a ‘0 1" ,- H’ - \P‘ I. # I ~ -\ r p ,A‘, ‘f‘1‘3‘ “Urn, A. .f.., "la-.114 TLtJLH [12:07]}: L; .7? 1:3,be d1 AI'LJS," IIQ‘.lr«i]. Q; .'. , 121‘ ._:\‘ .1.' ~. . . I.~ ‘ ((4.1 'N _ HJMNMbLOV, 22 (“01. 187i), b-1-17. ' ‘ v. r. v 'I ,- " ' 1‘0 "1 7 I“ 1. 3"?” r‘ 9": 'l ' " v a r~ 'L ' A huflJeo, u.u., .-tLerno fur ueJBFQL -JQCgu,on,' nmfirzc n “flan? .. _n . . - . . m _ ~, 34 fi-~ -»M . ., f, ~ 1m 01 "‘]__‘f -?“;?q j_r\]‘\ ie-L."‘"__LT|S ;_J'\“ ‘1‘ 41;;th ‘[_rJ-'r(‘pfic,h, ‘V )\/, .5 F-i' c. -— _n— ——-—- -...-w'v— r.-. ' ,‘ ' " .. .‘ ...... r‘LLII‘C’, UoiI-o’ {13.71ng (.1 (tab. ”mi"LOL§I 111 (H ’ i \ (I “’51),CH‘ w: .3 'J. t’1nr" tram “—..- us ~— '1 3H :1 LJH 4.1-08 (“I C) Dd”. for Ieaohérs -1.L3t I I \-Lt) , uq on, aneonta, J>hnson, L .L., I. . - _‘ c ‘- o Cenpr“l 33.3n1 L’On ,awr+IrIV .—-—.—u _‘C‘-- ————— o—v—v—h hm— w, , ‘.alifwrn§a dtlzy of' ucurna] of .. L '. " ’1’ . ”(1“)th LI ueunniarv in tde , L : --- LJ‘JLIC"; U . Ir.wmr of Unnprn' “ducatinn for Aielic; jdun Lion 7n the Junior Colléve,” 2}; (I‘LEJI‘. In .“€.1 “Ilnqt on, 10D, 2; (‘Jcto Gengral ddncmtinn, 26 (Jan. 1931), - ll .'.‘,.’,._ ’1" On, C10 )_7 —:-1._'JI}.L31‘LTI. IEr], J-) ~" '\ v r- ‘ v(./...I.. 35’133 . ~’ laryngars, — .4. ':so-.‘._'a_.:-‘at._;0n 5.). haw York, 19%?. ——-.—-.-_—~——— $011 “:1’) I" *5"? W 19 U), 3fii-63. .3;113f7‘fflfif'a :19 IL), 3’;- ']”C"o flduc Lian ituuy,” b fi~j; v: v-' r I. - ‘r'bvr uu; .inrn.a.clm1rnd] (H .meconn.nL Li'cd '”“ 31")(..o JfiLHM‘on, gznn'fi.r:wn, 3h (far. 1991), LIN/DSOn, who) if ;()n(\n ‘5an ‘fllua 31>, -. on, 26 (‘W iOV. J.u., Jr., ”dachelor 0; Arts: ”-9" uwlhr'l ..cilc :H'ion in A: tion,” "a 1_ , Earl-CL C" "L- }‘1_" .hraeurén w>fi ‘ > f ”by!" 0 n \rnia_.?wirna1 3951), 3 3— fig. . :3 —. .. _. .. ... .-; .: '. A ' " .~ Johnson, L. Ldjar, U9H”Pal «1d at fin .n act-uh: n n ggrt 01 .e N «(a - -- ,. _ . .:- -2 "'2. .-_. I.-.- ... b;:3-3-.->1‘ma u'fl-l 3! Ci 1:811 “1:1 ‘ .uIV‘T-a J ’){1 I I] who, ourugxf' LJnx .- =*—+, _Hc-‘vh - washington, nmerican Council on Johnson, 5 .L., "Approaches to Gnneral CaJif Iniu Junior wOl1rfPS, :jLiLLn;9.c 1r:- .4] 1.0M; Q ..1-.. .-o- '0 \J 0., ”toreign Len uires ani Gwn- 21 gaucatlcn,” inu“~27 rwf GeHQIQJ-;uygvat13rg 6: (Apr. ]~3S2), [‘i) (.‘vd-Zk- KI. lu], dtf“111I1(Wa, r.l ., ”1Jiu02dywon 1?Jr tRV? hrfi; of 1dr¢iny,“ J~91ww71 of h‘anr Lincat an, 23 (10v. 195?), h23-t. A") "r T . y- VF- _- ‘ ‘, ~" 1‘ I ' ,. v‘ ‘ . ‘ r. .“ ‘. ‘ ‘ .. _ I'- lv2_. h»331fi*1n: A=dJ$’0JJn C>oa " JonjilLCt1~n~. 1r”?nz 1‘5 (31 uwwwgrtLL _hu.c.t,.\n "n -7“? I'I1I'i!0’r\i.r~r.n (hilly-mu), L 0]." . \/81 ’Df f __,.'"D ( «40/ ,9 I: '1". (firm) 1;“ ' " ‘ ' ' ...- Lne LULLD :25 cal 11hrary, 1n0., ]9 9, Sf; p1. _“ A . \ -: h‘ ' : ‘\ 1‘ 1".. n .3 1r‘ . ' 'x-"i JV). ' ".I"’.‘1rlb'v5-Ixzt, 11.110 , "‘vr' 13-028 01 ‘JLYIHL 1'7‘1. n: P( u- an 11.1 '1‘).zl|.‘1»¢1.L _J‘xAul .,1 U. v0:2“'31. oi‘xx? +nwr 32:10'1,¢wn, 25 (08:1. 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J _ . ‘ ." 3 UL. !, 9.1.43, :‘xl‘m" ’ L- \, 1'1 ...... .7...— .._..__...—._a— _— 0 .~. \ V , '\ ‘ JLJJer, AOC¥FL U. knu.), U9U~r'1 *\vvp w . ,‘. . .~. 71 -‘—, " 'fi KJFI L.'éw1. Mr: :ngW 3, LE iJrfl’t19 :22, r L b111 v eras .L3r, l 7.3-1. . .P‘ $_ -‘ y — ‘l g‘ “ . ' -1 .0 ‘ V ' LJUnrflbE, u.u., Q§JCLaLLEt np'TCr q to un‘verS‘Lv qutJr1v. 7 va. 1952), 70-”) : r ' . 1“!" \“" “’ t' '?~ :1 D A". | ‘- 1-‘_l'_.'r1 1.1.1,? V 3 3 E .101‘: .u‘rt and“? Cahéral decnt on,” 170r59, “1.1. (bd.}, 1W”Téru] r Lvfl‘R10n in ;%"331155fih: J1 1“?K nhrv:h wlfinpn.01 S, Unjvarsitv of “inneqmta fFBSS, 1551. :.-. or (‘I_‘ - h J {I51 " L J“ l' is 1 Q fl" f. t-q ’) .;1 1 "4 " I "f 2.1“; n': " ""I'T.La”‘ J J P5 A . C , d Q Q , L 0, I9 .r 4-1,: 01. '.K, , 'nJ CAIU1 “‘11--JL.‘ U l. ' .‘ .I J c thn,” siuéct5cnfi3 Ho~ard, 3h (Jan. ’33), b-lh. 73Fch, fl.b., Jr.,' L°N7uhres, L L w? ture anL ua-rral 11b23t75N3” {3.2rn laflWJ*re qurn51, 35 1 8‘5 ,1931), )~b-9. LRLjonwl dociatv for the Ehudy of devrt on, G?nir&] adufiat3fin - riftv-i r t IQAan11 kart I, Chic fa, Uni uISLLy of Q'icago lie 0, 1992. Lmaha, Un--ver:ity of, ”Jesree in Genera] ”df€+ on," H5 “J? Azuflnt‘on, 7 (JCC. l, JSvU), BU—fb. Urgan, T., ”rhijondj'v as 1n+ewr1aLion of Genera] uducvticn,” daurnnl of P43hfir £d1:daL£On, 21 \uec. 1950), b70- uwen, 0., ”Harvard General .ation in Social Qcience,” Jmurnal 341‘ Owp (Rv1~r€1_fxil*ai,‘?ngg ( MCI I..nu fist, ”abouJJ Camera} MT ”finc1 n? €11.11. 3 LI; :v‘t‘I (1". .. L \_ rarlman, J.Q., ”integr?tkon i ianzral JJJCstion,” C;ili(‘g fifincst‘on, 2h (Apr. 1953), 19 ft 330;) yr 12-125. 1:1)1'1 E9 1.31 in gh'fir”9 1 CF 15w- 1.7:)J.j, 153. t1 Vii-1‘1; '_ ",‘0 r‘1’1‘3“"_-'H'-zn, J.:\‘ H 11-9+'3~ " mernal of r: A\ll', i, an, 93 ( my, 1%39), 272-}. 125. r? J-ch, 3.:., ”Carer:1 Llahnt'fin 9b Ertas in Lava ” w"5 1 {aY‘qi _20'“! '7" 'ry’ 7;.) (Q to. 23, .19 9 J'Q7_:)C‘.l. 127. fiér son, 5.r.s 131E ve sztem and Lfie Diprqu 6 ? 3011afie 1JC1DTZU ’ LJfilzrrn 1 <6? 110110I‘a1 1C D'ILIO vdnfintfion, I 0. ..\,LJ 0 L h (Apr. , _ a . 1 . to lay, n.u., ”what Aocut leuta‘ \IPVMJ Pa ‘1 13d; . Kry PJV‘"L1”P, 2') (NOV. 1950/ , ; 1T”"“"H‘”" Of t1e 17n10r0n"e on HQD‘T81 Ldu“rfifln Ft Florifi’ 01411333 LI“? 1v‘r‘}‘f€ 1 TV, II'VR'LFV‘L" 91,—? 7‘ ., 3 :1 [3; 73W) 0 132. ' ” rrficaan r": of the fiorthwant 7” p -‘ 1“ r11 (""vu' ,un.PI=nPe on unwsraL LqL-~tron, :( 1 l ""3" "v"" “n: -"-.-- " rut“; «--y\ pr“? - 'L 3‘) ‘fl‘fi 1 ’3 Te 1 1-18.1.-zJujmanl, "¢1£71!_L11,:"_L‘1‘n.’ "Chuan “.1311; ,bLn V'Jl.’ it 0 , f‘ ",”f\ L¢u_at on, 1&94. tunke, H.H., ”General and nfiL 1 rv decnz «n of Amerjcan Ya th:” behao] and Sociatv, 73 (may 1951), 161-5. 13h‘ "“ Nth ar, b51.09 C?it_1cal StUTV of tka U‘DQF51 Liennhifln Movomwn+, Jatflolxc Ln; verc‘t/ of Ame ca EreS“, lfiva. 'SrJ 1nfi '// . hedfiald, H., uo 111 Science mararrch in Ge Journal of “9h~?91 Lumth‘nn, 6 (Jan. 13 _., “"3rflxr to 6.1.] 1“!“ng t V‘ :--V10 on,n 136. Reed, 'Juccessful TBCRHIQULS in Leachinv General -Lv: t Wn‘ Cy Depape,' C19 rim? Fwn: , 29 (Apr. JJlly'” 1. 19:1-) , ; Shams,” Jnurnnl of Ganara‘ NUUCTC mm 952), l 6-h3. ,;. dish rds, I.T., "Genera1 Sduoatfon Fan'9re,” AST‘nizt on A? AmwrSan 30119008 Bn11ntin, (Jet. 193C), ; c—ug. 1J9. hoc”w, 4., ”Leuern Lamb axes in Gen ral dJuéat on," a?bwol Loé33ty, 71 (way 30, Jyéu), 305—6. 140. .. ,- j . I ‘ \ ,. . ’ "*hls3 TOO) “111 QUFV1V93' SPLWOI uni 30n:0*?: {5 Ida? 1V ]3§9), £1_2. 1 . 1 _ _ _- H. . ~.. 111. Lamborn, L.J., ‘LUUCEFCH Of FIStflry 1n Liberal 1991€fi*7 Unurwvil of adaxztjon,” giunet‘OF, 29 (July 1951), 2—17. “J "J L (4'7 \ \f‘ ‘4, '. " ‘ .‘ il -- ~ ,-,‘—‘ ’i" " .. '.. _,..: -V . » 3" ( . .I II gut!‘l"_- :‘f. i ’ ‘L. , y-Il tzz'lf" r‘,~\’-‘) r.'1 I T1" t ""1: 'J "17‘ - ~r, 7 117-air )- ..x’ “‘ -" ‘. M‘ v-‘= W V-- V- LII-3"“ {“t 1 (J; ';11:1‘.'_I. J l I “a . .I i ’17.}, V . 2 fl :M‘ .. .- 9: non, 3.U., 'HHVALdl 34H( . ‘l l kl J ...a ‘J ... [..J “W d I“ ,1 ...4 h.) . \ b.— II J ". ‘nvo I ...J .-J I n 1 J . 7 a f'. ‘1 V ’ l-I‘J‘ .‘ 3' -’ .. -' KB (#93. lyrv), Bah—W. . ‘, ‘ v v - f 1 r. .7. r‘ " \f" ‘I‘" V' ' A . y i ‘ I .;(‘,1' nab, d .U . , ”J13. 1.8-”? F. ‘; ”J ’dlm.‘ VF} . um , 7.3 L11 u .- 11““ ".."3 Ln ‘;\~§1_‘ T};.C)T1 13:7 A; .57 T1“(:.1 _J 1 '(‘.a , Lxfil I, u f‘= (“NI T'Li J 1.1:?r 1,. <‘71 :.-3 v _~ .-‘, fl" , 1:"? _'7 r , (-1, -) g 3.- (J _Z’_)].) 3 _If g “'r.‘ L. ...‘ “... ,1. r ..' ‘a ‘ ‘ . ‘I . ~ ‘vv s . .K‘ffiq“ ,nh‘Tl, A ., ‘ .V 'Y’ 'tila'prlfx ”I" I. L.,-1 4‘q1m1, }_ r1_""" ,‘nltq, ‘ ——‘ _ m” ‘ ISV‘IV-Jr‘r’r Y'r‘ ‘r-u 1f: r~ 'v- ~ r »\\'g\ WHO .'- A.» l C) . Ut', L}-l..' VF“ ' . I", K’.‘ ..il.. .ikl \15" I L '— K‘, 2"») O w,” r -. \zfi a ‘ I -£H M,~ . .. L‘D.".'..‘"'”r, ”o, H 71:,19.,.(‘1f:-);I.‘.'] 1'71' I‘I‘~‘-’ H119! L"U‘I" Cs] 0* T " Y ,4 .s q 1 \ . ~ I ' W 0—. I— —_ .. ~_—._ _. H‘ ‘- If.: h \ (- L. ’) (\~J.‘1’:. -l >/ " j . l J—fl". ’ ‘ . ‘ ‘ V w ' I , ‘ x . 'I '- t , 'l J 1“ 4 I, .[-3_.. U 11’!) 'L41 ' ‘ At’ u-‘f‘. lflhi JCJ‘ L'ulll' ]. il‘d _r:"_r1 , i, r H ‘1 ”r "W 2‘.“ "3.” “Pa" 2’ "7 Q"" I '7 fifth ' ‘1‘ij Zufit‘i L‘f‘, —— -- 0-— —— 4—“ “T. r . i 1 k» V v ~ r‘ *1 . :3 r“ ‘ fl ’\ —\ '» fi )4 \ d3: J’>¥/9 J!“)32 KU‘L- lY‘UI: l‘l’4”o oimoninl, u.3., dr., ”inesl for LiberaW nrts 4d c>t on,’ _ ‘ . . 0'- I ' . . r ,. “ - I no '. ;—;‘~ 1 + . ”1' " ‘ ‘0 ‘ 5"- '\ nSFa-Crz't‘u CT“- Oi LL :I‘ I‘. T1 JL’ I MP..- .-MIIJEJT“) JC‘ (VCL. J-S’,,“\.I}’ v..- /_ ‘ «_ 4‘ .V‘ J"/ . -A.:‘- war. . - .‘h‘ . . --| '\- I.” 1 I U v’ f) L as FLYlfl ‘JIIT’. .|.]_:'_‘ L1 J]- J {)1 ‘- . I I . ‘ Ar ‘ .. ' ~ r-:f\ «ifixn"m~1 :1 , U~1;1; tr‘: .nlluv L rim, 4/ 36. m3 .y - --.-. ' " , . .: ‘ ., , 1. , vlm’fifsk‘r’.’ [X .13: . , (111m J .H . Jutl' on, H u f ‘I h ‘ 1 1 ':.-‘. o f v‘ L:e)1«'.)1 (1.4L twittf: I]? (Chi, (Adr. Lyjz), 133-1 q . ‘ _ w-, ”“1 ., ,V -“ ° ~ w. :“ ta ., .:W‘~» umrth, L.J., ”ueaerQ; uiucgt.un 1D rvact;ce, u» ru-l of L.L~w~ ndurat‘cn, 22 fluct. 1931), 373-3 @- \,;, g q n. w' ;4v w L, : ‘n - r.¢ ' aflLth, 4.v., :9 110MB wage; mapbrity {LA Juucdu.nn 1n a [FR‘ . ,_ - I. ... a, ‘ ~,v, ,‘ u " «. V ‘ ‘ ‘ ' C'._["-'.‘1.-."$ {1L 9,” 'J “a: '1 OJ: 5;“; I17~"..~n ~-.'-‘)'- ‘6"' l: “h"! F‘ .u {71" 1?n’ll at: ( LP. 1 j 1);) , 131-; . 3. . l- ", Z I“ ~.' ‘ j A‘» - ' ‘ ‘ r “A". 7 '2 1 x T."‘ D ‘I ‘ 3" unLLh, m. ., ffip?%)fl)u’lfl.9 L‘Der¢l thoathg” rahrhhl g? hijh~r 26am Lian, 22 (apr. 1931), lgl-7. [‘ ”\‘f‘ n 1' ~ 'Vq " :1, a V" — ‘1 r~ : I - : ‘A. h ' - o‘ " " :4’ . ' - " ‘J1I‘.1‘JA’j-‘lv” tlol=o ’ '~’n'_.?f;1ctl‘13r 1131411111: I. 9 [IEFC‘] Aft“ J: o k—"flf‘lrfi 3C3, ’ L ' HHWTJtin’ gM\r]ngj n; gnu ”3‘0 of Univnrcitv frofgpqnp (I) . - I “m ’ x “-3 9; (J90. 1;3;/, wig-BC. , ”ueneral pducwt3on, Geflmral FIOJOQV and flant 'é“0®1 and dn¢f9ty, 73 (June BU, 1933), HiI-S. W ihi? inilyx CHIJruii}enrva]_14Lm3ation,” ;L*2:?t b0?*?: 15 (u3v. 1951): 77—35 qtjcxlcr, n. mu n, and others, menara] 2dwcnt on: A uw3v~ys1tv r‘a'rgm in nation, Dubuque, Icwa, ”m. 3. Brawn 30., lVfiU. otfcfibr, 4. Hugh ($d.), (flfvn1izatidn and Admini“LrsL fin of Fe? r51 uJ nation, uuuunue, 105a, .m. J. Brohn 30., L9fll. 365. J (T\(’ o ‘.J /\ -\1 O "‘ .. p ‘- _ n “ 4.”)W1 ‘nfi-L‘ in q .r] lQOmmo, P.H., lerkLe m.un L n~14- gi.rne7’ }.$,, ”Jhuaies in the Nature of General Education," Nat ’ * ' 5“ — l b x ‘ - .-. v) t,'\\} I , '.U_‘ . ’ A: .(! «It If. ‘ 3’ r ‘ Jr} : t _41 I, ‘57 3 0 “ ’ ~ I. .. _ _L r1 ‘ j 1_ - ‘5? '.Tu-“ ‘ 1 l' I. '3‘ 9 [I K‘v’LI :7 ‘vl', 4 - ° ..,,.‘ _- v 2‘- ”. PLT 4.- .I-J-y ._L‘ v , r‘ ., .— " “J " 421'"! Or, U o L o , 'I'DCJ V '3:14'_i] .1 _1'1 :\ L). ()n; .‘tn 1.“ t1?'r‘1 _lv f -‘ L; le . r. ... ' ‘ ~ ', t ' V s.q L. . ’ _‘, ‘,. ,- \.‘ .. . 1 " ‘\ 'LJ': q?u F11 JJuUuu'Ongd P*“b*0“} 5"‘0. U w'“*i’ :1 (305. 7 ,2: )|\)-f‘_] . n ‘ " I”,q .' ' '- a -. ', " .w.w . .0] I 3‘ ’ ~U.A o, 'L 93' n 61:1? 01 ‘1. ’u'j'n" 1'16; ‘0‘ ‘ithn Of ‘1‘. ‘.' f r). ‘~~ .. t. ‘ ' .' .. " r ) _ ’+—-‘ --'7"59 :AIIIétaj, 2 [\an". 19)c), <.. -J . 1r~ ” ‘I . \ ‘ ‘ 1 ‘ ‘ c‘ “I n « 1 “ '11 ‘u '. . v‘ -- p #‘ . ‘v' . I ‘.g\g_,] rnfi/ , 1.1.1...) \l(?|_j"‘~] ('3 L .‘4\]';r:r!t-0n qr“) tfe it a .21‘ "_3 OJ vile 0.1111. ‘1“ ‘ “‘ . ’,.. '. II T.,.' G 11-_, . 1 ,‘1 n ' . n uojiéae t ywnm’r, purlfir 41‘4'*e U'WJWT'I, c} (nvz. 1 Lj), ‘ {A ' .3/ I LaleT: “ob-a "EVUF-féf? 701i??e Curriculum in Ganjral gdpcat on: ' ' f I \ v.4, . ‘ ldu‘fli‘nn: 71 (vac. lvfib), 215—9. 1? .1 - - 1 - ‘ - - , " iennay, A.L., “ncauewlc Lreason 1n u1béral Arts 30;!érws," ' . . (0 H:.~ ~.fl +-, ‘ , awr. . ' ‘1 ueyvn-l oi .:. or bguungwgn, 23 (June, 1933/, 2 {-91. f '3 L Jdurhvl of Loafininrv :duont‘on, 25 (pct. 19 U), Jib—I. WV N ‘ I‘ ‘ ,I f f“ F- 7 ' ’\‘. ”- "' Inomas, ”.J., ”woncent of uenaral ouqcnb'on," ~ 000] “~x ‘“ 'dV/a 72 (48C. 2’ ‘ffiglg 3:?’99 Lhornton, J.J., Jr., ”fiencra] $130 t an Acoonplishmunts in ' i Iifwrn3a dwwrnfl 0? mavdnvfirv Linn LZnn, +hw>1s, uh \vct. 1 £0), Ab. -gjj {7, '.r ., "J;u1101‘~)aljeawz in Eunwricewl xqb0'%;'en," JVrfi wr ‘ 1 ‘. ‘ , .. I - - .,-J ‘ " ". "’ Lm' flffi 03a?“ 1, 43 \“Ur' l/DBI’ ”23-D' valencine, r.F., ”Denerul pducation rFORTaM5:" 5 Convlé, r.r. Va1¢utine, bu., hex lora, thilofifiyLVCnl Library, l9h9, ,75 gp. wantltnd, u.=., ”nfile of ocienbe in Cenaral a: C~t30n aqi gage GUT??QL1V3 fieans of Zvaluat30n,” ERGOfli7t on of Amwr:é:n ”aSWan, fi.u., ”gyllabus in BiOlOVV for General gjucation, \ o F. ~ ,_‘ .I ~ _, \ .—_ . JTTQhCQ Lgunwtznn, )3 (bar. 19v1), Ch-QZ. I '0 7:. ., . ~. . .' ”ieaqung BlOJO‘V Ior General paucnb an,” anydnnq _lk,il]/‘,(.lt' (Jn’ 3(3 (Uiit. 1-:j‘;2) , 237-‘1{_,~|. ___.— °".‘ ' . .' , ,. '-, ,_‘ ‘x , lfi ‘x “ ' . .' '. V ‘3’ " V 19L'UDIF, L1, ‘Kzeoxra3~pi argllwan?rc1 m11'72¢: 1.1Jan,nr x)n.> e '1 View,” Jani‘q‘:lfiljsrn JfiurnnT, 21.(:-fl:. 10§3)s Phl—B. 1170 179. low. ” ‘ t "'; x 2 ‘ 2 ‘ 1n V‘ ' h 1 lb 14451.; ’1 1"] ..nxhfl.‘ H *4 (‘ n;‘ I ‘ \Y" . ,v x. 'Y‘ . u: ,‘n .- kl! v ‘ .. “a —-—-—-v-—A —.- d. H -T ~. " n Tlr‘ ti 3‘37"” '1] tr LCK 3 " 04"10 ) LO.’:(‘_"'_ ,.- .'4 I ‘-t.11.;(2’.1,'.’)n,‘ 1 ‘1 6‘-1..‘1Q wilder, 11.15., L‘3b;‘-I‘f17 lg? r> hi“ t'n“r of“ of 39b7b'7 o—o- O \ "J“: I vs ‘7' n 1 4.- Y1 . 1, ' {I I .. IU?}’ f"1r1, 149‘1 ItSIVQ, fir .' L‘ - s h 7— :rfiohors, .ywl. 1‘ JW 4 fl .0 1: H x ‘ -I {t 'I A- ‘l.'. rilll“‘ ’ ‘J . , \‘J(3!J"I 8 . - *4 1 7' , ' .. ' n qJCLtlon fiRVIQw, 2; f ( 63 {J ‘ it '3).,. f\ r\ s r: r\1 .61 _., ...]. , -J'J..a\_. \.IC«~‘_J (q, ' 7 (Jan. 17’ 1({3’3‘} ’ - ”gole of abhfifil an} anietv: /' "\ -|r ‘ \JHTt 3.:c.,l v _ 3 ”fin-rye, d 1H1?! r.) )hPQt'L'n E1 .11 (mil 'J"1T.‘\i J3] We). ‘L I "1 A 1 mi the Libwr”l Arts,” 1" 6 .2-“_ . I! 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Mn ’En .l‘1(tjellt ”I”: JOSE .,_. 3:15 if,“ )1 ;t‘.',’\i .” ' I ugflaniq'z .-t , "-1»~v‘\ {11‘ L"!~".".L I? - “J. r. '1’; ‘\ L) J, >5 (-L>)—- /‘ ) ’ 7-}.]-. v w h ' j " ' t ‘. ' s‘ .. ~- ‘vr‘ , . - ' _-~I*; r 4 f‘ '\<,,“ II; ' -.-. liio DBJelJ, u., ”lye n616bl0fi5h;0 :etuegn gulf-e U m,LQQ 614 ”HOB? {(30,311)} Min/:1]! _Lllt; 1? [WES U5 ’ H I} If)‘: I" 3ft] (3 in H :‘.; 1]! ".‘.,"1 I-c‘1,~() H") ‘ 1~r , :1 j - (\ ' J'- ’V ‘1‘ _A . Kl/‘flj, 511" («’0 r. ‘— ~g ’. .-,“ ._. r ,_..7_ _ , . _ _V b A_ ‘ _b -'. “ n" J.a., ”m ununw oi VOCfldendl intdrebus o: udlaninln . ’ J"‘ ._‘ .‘ ‘ x ,_ . ‘ L; ~ . v : l r. . ‘fi 1 t ' ‘ ' v - V'a v' ‘.’*h LMW'VC “JAI inns *:ased.cn1 a QHLIVEV (m. “Aeva ,uJLnj ‘- ‘ ' ‘I - ~ "~ N I . “l- . F ' “l' 1 .- _' V ~\ "\ r :l 1v- 4 .‘ . -' [‘1‘- Irn 'JC‘Iy') 1:3,” “I. I .f “)3 CE . ”Hal 131ng! 0‘; ~.2‘~‘.(',‘\_)I". ..z' ."v ”by“: p . f7"! 1 & . F) \ \_‘} O I (u )‘4 y. C) '3 L‘ \o I "‘A ‘ 7 ’ 4.1 " -‘..3 . - ., r - n- . 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I \— H H (W ‘J L—J ‘.._J ‘J O Of ('0 ghc‘lrpl’q IHL’I‘?S ;._‘I»,‘ «1“???»1 Ci aims t hfifl nn°e'r*h, 1 \1;H7), JU5—310. {\L ‘- _ \Jl O *1 \) N ‘0 *4. P "T O \O 5‘ \U 7' p l‘ l- _J l _C ; #97. £1? m.n501, A. ., an; 5.4. UeRGIOHQ, ”lnL”T?SIS anj acnvcl ALXCI] I f.JeAI‘.'ErL't/, H [_‘_114 Ar 1, Ow'u] {C}?‘,’i I :: ~V7 r3f-f‘ ‘ ;". .- f‘.r._| 1.0.‘f h~-jr\‘?:7; i, ‘I*:, 13, LO. :1. ( (j’DJ), SEQ—1&1. 4&3. ireehiWJ, M.F., ”interest QC res in Unlect on of rro¢rnan 5" N 1‘ 1 H: — “v‘ i " 5 " .--: 0' ur a“- I T;\ in“ .Z or. ‘. '5 V.‘ '~J3!1I‘S€b, J01] 4- 9, 2"“1 LIUUVQIUH‘ |,«‘/, K.“ \Udr‘i. ..K} )J}, ]_’7{—¢3¢.J. 2&9. IIVE 9?)”, }.~., "chntiona]..UTteraafs o{"J/>WN‘E FY 0C1m>fl. Skilnren,” Jfifiwxwfli‘nnl FRV0%0]5* , 13 (1939), C£3~23 . 25b. brienm, 0.3., and n.n. ha? 'rd, ”.ork nxjucbnant in lelatl I.v ‘ ..< -‘ . A"\\‘ . r Y14 ,:~ I. ‘ ~ .-‘ 5‘ -l‘, . to r '11y sac :rWahJ - n one» LJul Lafib lUr UoUnae; r“, . . 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LII. , 1‘4-0 4' o , 'i‘n'A U 0 j 9 7.30.135), AU .‘1 tnA'C'C Llh‘fl‘e 11 ‘EC U T. 1'1 1",), I.. l -. x...-' ' ‘ , ‘ k , ' _- _; ‘1___'1.? ' ;~*.A"-l '-.’!._:.:---.'./.';L!1;~-'," 1"“)??? 1 Of "_'(D-v’r'fl .'rI-§.-v'-‘| A ‘3"“Y'WME- a. 1,) (J I'I'II-II‘I)/, l ‘ ~ ’51—"; IO. 14-11) l'l ‘ ““‘ ‘ ’1’] -- ‘ 1310' " '17 L}W 7"” ;‘)(’\‘Ir’] ' J 7! .V I .'~-‘ '-'_ p. /. / o * '\1, LL. , .. Lu. ,, L;- ) 3 f I f-I _1, _‘-.I_, (I-f _1 U. Q __ ..0 Lb ”I DFPJL , \_.-, .~.'. ”-1: r‘ ‘ I r~ 1V_. ~ ‘ o ,. r ‘ I. o 'p V A .‘ 1‘, a .. ‘ 3.». ,- I“ bLCdl ngnanr n3 an nIm :n w Ln~muLJgs ,o-Adaa “J1 f "r.‘-" I ..: ,_U. Laud}, U . -., x _ J F A J"- _ .uI .-‘ I | ‘1‘ .- .. a 4- ‘ 7r I . ‘ . r I I- I l I," . J-(JF ‘-_'(ér1i:‘1"‘l.l ...AJLACH U .1 1’1, .17. th What-j T‘s 1'-?r:?3f1 3‘1 , u) (.-pl‘. J 'J‘ ,l , . A A4 ’r‘ <—- >—+ L"- ..; 6‘ o r." r II _ I I81 " 'u -_I ~ I f‘ ‘ .. . ,y- c I . o ‘ . . I. . fl 311- u93h91: not.» 9‘4 0-7. vahtOSHn; ”uoflactwve lnwnnLnr Ln age; i "w 7 .: . '- -° 3 ‘3 , ' . -‘r- ,_ : ‘L. , .. T‘ '. “a ‘1 r: _ . V Ch“: 1’38 5’7”} in ULLGUCG, I, II";” F8753 ' V9 “(Input dz”, 1:) (‘15-. p .' :’ {n-1, , _ r l l C " :77-(1—,-L‘. IV. 522. 525. 526. 527. 528. 529. 530- 531. 532- 533- 534. 535. 536. Haggai-1211 Brownell, W. A., et al., The neaszlement of Understaniing, h5th Yearbook of the Nat301al Society for the Stmiy of Education, Part I, Chicago, Illinois, University of Chicago Press, l9ho. Euros, Oscar K. (ed. ), The Fourthi‘ Zental Measurements Yearbook, Highland Park, N. J., The Gryphon Press, 1953. C00perative Study of Evaluation in General Education, Instructors lianual for the Critical Analysis Test American Council on Education, 1953. ,Preliminarx Manual for the Test of Critical Thinking, Form A American Council on Education, —July, 1951. ,‘ -*,~‘_-‘._" Q, _.~, Instructors Manual for the Test of Critical Thinki_gI- Form 9,“ American- Council on Education, —l953. 1__ a ..m« ! 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