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| Cognitive Tests | 4 |
| Evaluation Criteria | 2 |
| Factor Analysis | 2 |
| High Schools | 2 |
| Academic Achievement | 1 |
| Academic Aspiration | 1 |
| Affective Measures | 1 |
| Anxiety | 1 |
| Cognitive Structures | 1 |
| Construct Validity | 1 |
| Critical Thinking | 1 |
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| Michael, William B. | 4 |
| Khattab, Ali-Maher | 1 |
| Modjeski, Richard B. | 1 |
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| Reports - Research | 3 |
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| Comprehensive Tests of Basic… | 1 |
| Cornell Critical Thinking Test | 1 |
| Dimensions of Self Concept | 1 |
| Watson Glaser Critical… | 1 |
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Peer reviewedModjeski, Richard B.; Michael, William B. – Educational and Psychological Measurement, 1983
Two tests of critical thinking (the Cornell Critical Thinking Test and the Watson-Glaser Critical Thinking Appraisal) were evaluated by a panel of psychologists relative to the validity, reliability, and error of measurement standards stated in the "Standards for Educational and Psychological Tests," 1974. (PN)
Descriptors: Cognitive Tests, Critical Thinking, Error of Measurement, Evaluation Criteria
Peer reviewedMichael, William B.; And Others – Educational and Psychological Measurement, 1971
Descriptors: Cognitive Tests, Educational Programs, Evaluation Criteria, Grade Point Average
Peer reviewedKhattab, Ali-Maher; Michael, William B. – Educational and Psychological Measurement, 1986
Based on reanalyses of correlational data obtained from the University of Southern California Aptitudes Research Project, this investigation examined the extent to which two higher order factors of semantic content and symbolic content form Guilford's structure-of-intellect model reflected distinct constructs. (Author/LMO)
Descriptors: Cognitive Structures, Cognitive Tests, Construct Validity, Factor Analysis
Peer reviewedMichael, William B.; And Others – Educational and Psychological Measurement, 1980
This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…
Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety
