Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences

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dc.catalogadorgjm
dc.contributor.authorPreiss Contreras, David Daniel
dc.contributor.authorCastillo, Juan Carlos
dc.contributor.authorFlotts de los Hoyos, María Paulina
dc.contributor.authorSan Martín, Ernesto
dc.date.accessioned2023-06-27T13:19:15Z
dc.date.available2023-06-27T13:19:15Z
dc.date.issued2013
dc.description.abstractThe purpose of the study is to explore whether first-year university students' performance in an argumentative writing test is related to their performance in tests of inference analysis, argument analysis and syllogistic reasoning as well as their academic achievement, as measured by their previous high school grades and by two standardized tests required for university admission in Chile. 452 first-year undergraduates participated in the study. The results show that the information originated from the writing and thinking assessments supplements the information provided by the academic measures. The inference and argument analysis tests did not replicate the achievement gap between public, voucher and private schools commonly observed in Chile. The results showed that gender differences in writing are relatively independent of gender differences in thinking. The results support the adoption of writing and thinking measures as a part of initiatives targeting the identification of abilities not tested by conventional academic assessment.
dc.fechaingreso.objetodigital2023-06-27
dc.fuente.origenORCID
dc.identifier.doi10.1016/j.lindif.2013.06.004
dc.identifier.eissn1873-3425
dc.identifier.issn1041-6080
dc.identifier.scopusids2.0-84890178493
dc.identifier.urihttp://doi.org/10.1016/j.lindif.2013.06.004
dc.identifier.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-84890178493&partnerID=MN8TOARS
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/73545
dc.information.autorucEscuela de Ingeniería; Preiss Contreras, David Daniel; 0000-0002-4646-5060; 673
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final203
dc.pagina.inicio193
dc.revistaLearning and Individual Differences
dc.rightsacceso restringido
dc.subjectWriting
dc.subjectCritical thinking
dc.subjectAcademic achievement
dc.subjectUniversity admissions
dc.subjectGender differences
dc.titleAssessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences
dc.typeartículo
dc.volumen28
sipa.codpersvinculados673
sipa.indexScopus
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