Transcript Assessment Rubric for Critical Thinking Academic Round Table Presentation

Assessment Rubric
for Critical Thinking
Academic Round Table Presentation
Class Without CT
Assessment Rubric for Critical Thinking
 Didactic instruction where students are
presented with factual information from a
text book
 Assessment is primarily multiple choice
items where students are expected to
regurgitate factual information
January 30, 2009
ART Beach Retreat
2
Class With CT
Assessment Rubric for Critical Thinking
 Interactive learning environment where
students not only learn facts but the
relationship between the facts and the
application of that information
 Authentic assessment where students are
able to model the applications of the
discipline through simulations, projects,
etc.
January 30, 2009
ART Beach Retreat
3
Authentic Assessments
Assessment Rubric for Critical Thinking
 Authentic assessments serve dual purposes of
 encouraging students to think critically and
 providing assessment data for measuring improved
student learning.
 These assessment techniques fall into three
general categories:
 criterion-referenced rubrics,
 student reports (reflection or self-assessments), and
 student portfolios.
January 30, 2009
ART Beach Retreat
4
Assessment Rubric for
Critical Thinking
Assessment Rubric for Critical Thinking
 A global rubric template developed to
provide a snapshot view of how student
learning is being affected by the critical
thinking initiative.
January 30, 2009
ART Beach Retreat
5
Assessment Rubric for
Critical Thinking
Assessment Rubric for Critical Thinking
 Designed to be flexible enough to address
a number of student project modalities
including written and oral communications.
 Will evaluate the student’s use of critical
thinking skills in the development of the
paper as opposed to specifically
evaluating the quality of student’s writing
skills.
January 30, 2009
ART Beach Retreat
6
Assessment Rubric for
Critical Thinking
Assessment Rubric for Critical Thinking
ARC was designed by the QEP staff and the
Faculty Champions to…
 Enhance the QEP
 Align with the College’s definition of critical
thinking
 Be flexible for use in multi-disciplines
January 30, 2009
ART Beach Retreat
7
Assessment Rubric for
Critical Thinking
Performance
Exemplary
Proficient
Assessment
Rubric
for Critical Thinking
Element
(4)
(3)
Developing
(2)
Emerging
(1)
Not Present
(0)
I. Communication
Define problem in
your own words.
Identifies the main idea or
problem with numerous
supporting details and
examples which are
organized logically and
coherently.
Identifies the main
idea or problem with
some supporting
details and examples
in an organized
manner.
Identifies the main
idea or problem with
few details or
examples in a
somewhat organized
manner.
Identifies the main idea
or problem poorly with
few or no details or
states the main idea or
problem verbatim from
the text.
Does not
identify the
main idea or
problem.
II. Analysis
Compare & contrast
the available
solutions.
Uses specific inductive or
deductive reasoning to
make inferences
regarding premises;
addresses implications
and consequences;
identifies facts and
relevant information
correctly.
Uses logical
reasoning to make
inferences regarding
solutions; addresses
implications and
consequences;
Identifies facts and
relevant information
correctly.
Uses superficial
reasoning to make
inferences regarding
solutions; Shows
some confusion
regarding facts,
opinions, and
relevant, evidence,
data, or information.
Makes unexplained,
unsupported, or
unreasonable inferences
regarding solutions;
makes multiple errors in
distinguishing fact from
fiction or in selecting
relevant evidence.
Does not
analyze
multiple
solutions.
III. Problem Solving
Select & defend your
final solution.
Thoroughly identifies and
addresses key aspects of
the problem and
insightfully uses facts and
relevant evidence from
analysis to support and
defend potentially valid
solutions.
Identifies and
addresses key aspects
of the problem and
uses facts and
relevant evidence
from analysis to
develop potentially
valid conclusions or
solutions.
Identifies and
addresses some
aspects of the
problem; develops
possible conclusions
or solutions using
some inappropriate
opinions and
irrelevant information
from analysis.
Identifies and addresses
only one aspect of the
problem but develops
untestable hypothesis;
or develops invalid
conclusions or solutions
based on opinion or
irrelevant information.
Does not select
and defend a
solution.
January 30, 2009
ART Beach Retreat
8
Assessment Rubric for
Critical Thinking
Performance
Exemplary
Proficient
Assessment
Rubric
for Critical Thinking
Element
(4)
(3)
Developing
(2)
Emerging
(1)
Not Present
(0)
IV. Evaluation
Identify weaknesses in
your final solution.
Insightfully interprets
data or information;
identifies obvious as well
as hidden assumptions,
establishes credibility of
sources on points other
than authority alone,
avoids fallacies in
reasoning; distinguishes
appropriate arguments
from extraneous
elements; provides
sufficient logical support.
Accurately interprets
data or information;
identifies obvious
assumptions,
establishes credibility
of sources on points
other than authority
alone, avoids fallacies
in reasoning;
distinguishes
appropriate arguments
from extraneous
elements; provides
sufficient logical
support.
Makes some errors in
data or information
interpretation; makes
arguments using weak
evidence; provides
superficial support for
conclusions or
solutions.
Interprets data or
information
incorrectly;
Supports conclusions
or solutions without
evidence or logic;
uses data,
information, or
evidence skewed by
invalid assumptions;
uses poor sources of
information; uses
fallacious arguments.
Does not evaluate
data, information,
or evidence
related to final
solution.
V. Synthesis
Suggest ways to
improve/strengthen
your final solution.
Insightfully relates
concepts and ideas from
multiple sources; uses
new information to
enhance final solution;
recognizes missing
information; correctly
identifies potential effects
of new information.
Accurately relates
concepts and ideas
from multiple
sources; uses new
information to
enhance final
solution; correctly
identifies potential
effects of new
information.
Inaccurately or
incompletely relates
concepts and ideas
from multiple
sources; shallow
determination of
effect of new
information on final
solution.
Poorly integrates
information from
more than one source
to support final
solution; Incorrectly
predicts the effect of
new information on
final solution.
Does not identify
new information
for final solution.
January 30, 2009
ART Beach Retreat
9
Assessment Rubric for
Critical Thinking
Performance
Exemplary
Proficient
Assessment
Rubric
for Critical Thinking
Element
(4)
(3)
VI. Reflection
Reflect on your own
thought process.
“What did you learn
from this process?”
“What would you do
differently next time to
improve?”
Identifies strengths and
weaknesses in own
thinking: recognizes
personal assumptions,
values and perspectives,
compares to others’, and
evaluates them in the
context of alternate points
of view.
January 30, 2009
Identifies strengths
and weaknesses in
own thinking:
recognizes personal
assumptions, values
and perspectives,
compares to others’,
with some
comparisons of
alternate points of
view.
Developing
(2)
Emerging
(1)
Identifies some
personal assumptions,
values, and
perspectives;
recognizes some
assumptions, values
and perspectives of
others; shallow
comparisons of
alternate points of
view.
Identifies some
personal assumptions,
values, and
perspectives;
does not consider
alternate points of
view.
ART Beach Retreat
Not Present
(0)
Does not reflect
on own thinking.
10
ARC Assignment Profile
Assessment Rubric for Critical Thinking
 ARC Assignment Profile is designed to provide
consistency and accuracy in the evaluation of
the ARC at the institutional level as well as
provide guidelines for the use of the assessment
at the course level.
 The ARC is essentially a ‘tool’ to evaluate critical
thinking. For a tool to be effective it must be
used in the correct situation or ‘job.’
 The purpose of the ARC Assignment Profile is to
outline the most appropriate course assignment.
January 30, 2009
ART Beach Retreat
11
ARC Assignment Profile
Assessment Rubric for Critical Thinking
1. Participating faculty should have one
assignment during the course that can
be evaluated using the ARC scoring
rubric. The course assignment could be a
graded homework assignment or a major
assessment for the course.
January 30, 2009
ART Beach Retreat
12
ARC Assignment Profile
Assessment Rubric for Critical Thinking
2. The course assignment for the ARC
should include all of the elements of the
rubric and should be aligned with the
task outlined for each element.
Assignments that only evaluate some of
the elements or are not aligned with the
specific ARC tasks will be considered
incomplete and not used in the
institutional analysis.
January 30, 2009
ART Beach Retreat
13
ARC Assignment Profile
Assessment Rubric for Critical Thinking
3. Faculty may add additional discipline
specific rubric elements (such as
grammar
and
punctuation
in
a
composition class), but must maintain
the ARC elements as listed.
January 30, 2009
ART Beach Retreat
14
ARC Assignment Profile
Assessment Rubric for Critical Thinking
4.
Students should be provided a copy of the assignment rubric
(ARC and any additional discipline specific elements). The
specific elements and tasks include:






Communication: Define the problem in your own words.
Analysis: Compare & contrast the available solutions within the
scenario.
Problem Solving: Select one of the available solutions and defend it
as your final solution.
Evaluation: Identify the weaknesses of your final solution.
Synthesis: Suggest ways to improve/strengthen your final solution
(may use information not contained within the scenario).
Reflection: Reflect on your own thought process after completing the
assignment.


January 30, 2009
“What did you learn from this process?”
“What would you do differently next time to improve?”
ART Beach Retreat
15
ARC Assignment Profile
Assessment Rubric for Critical Thinking
5. The evaluating scenario (selected or
created) should be stated in such a
manner to allow the student to address
each of the tasks. The QEP team is
willing to assist with the creation of the
scenario or identify possible sources of
existing scenario that could be used.
January 30, 2009
ART Beach Retreat
16
ARC Assignment Profile
Assessment Rubric for Critical Thinking
6. At the end of the semester, please send
the completed student assignments to
the Janice Thiel, QEP Director, TE 1-111
(X3110). Completed student assignments
should include a copy of the scenario,
the assignment provided to the student
(with the rubric), the students work and
the final graded rubric.
January 30, 2009
ART Beach Retreat
17
ARC Assignment Profile
Assessment Rubric for Critical Thinking
Competency (KSA)
Problem
with Multiple Solutions
Premise
with Multiple Perspectives
Define
Problem
Define
Premise
Compare & Contrast
Solutions
Compare & Contrast Alternative
Perspectives
Select & Defend
Final Solution
Select & Defend
Final Perspective
Evaluation
Identify Weaknesses
Final Solution
Identify Weaknesses
Final Perspective
Synthesis
Suggest Improvements
Final Solution
Suggest Improvements
Final Perspective
Reflection
Reflect on
Thought Process
Reflect on
Thought Process
Communication
Analysis
Problem Solving
January 30, 2009
ART Beach Retreat
18
Sample Scenario (Deer)
Assessment Rubric for Critical Thinking
Three teenagers were seriously injured in a car
accident when swerving to avoid a deer on a
two-lane road near a small, rural town in Florida.
The residents of the town have seen more and
more deer enter the town’s populated areas over
recent years. Local law enforcement has been
called numerous times this year to remove the
animals from backyards and neighborhood
streets, and one deer even caused considerable
damage as it entered a restaurant in town. The
mayor has been charged by the city leaders to
keep the town residents safe.
January 30, 2009
ART Beach Retreat
19
Sample Scenario (Deer)
Assessment Rubric for Critical Thinking
Local crops have even been damaged by the
animals. Some long time residents have
requested that the hunting season and catch
limits be extended in order to reduce the deer
population. One city leader even proposed that
the city purchase electronic devices to deter the
deer from entering populated areas. Health
concerns have recently been elevated as three
deer carcasses were found at the edge of town
and local law enforcement suspect that the
animals had been poisoned.
January 30, 2009
ART Beach Retreat
20
Sample Scenario (Deer)
Assessment Rubric for Critical Thinking
Possible Solutions:
1. Some long time residents have requested that the
hunting season and catch limits be extended in
order to reduce the deer population.
2. One city leader even proposed that the city
purchase electronic devices to deter the deer from
entering populated areas.
3. Health concerns have recently been elevated as
three deer carcasses were found at the edge of
town and local law enforcement suspect that the
animals had been poisoned.
January 30, 2009
ART Beach Retreat
21
Improving Scoring
Consistency
Assessment Rubric for Critical Thinking





Provide rubric to students prior to
assessment
Anonymous papers
Anchor papers defining levels of
proficiency for reference
Use of multiple scorers
Interrater reliability statistics during
training and grading
January 30, 2009
ART Beach Retreat
22
Assessment Rubric
for Critical Thinking
Academic Round Table Presentation