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Assessment Rubric for Critical Thinking Scenario Writing for Faculty Champions

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Assessment Rubric for Critical Thinking Scenario Writing for Faculty Champions Faculty Champion Meeting May 2010 2010 May 21, 2010 Faculty Champion Meeting * Class ... – PowerPoint PPT presentation

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Title: Assessment Rubric for Critical Thinking Scenario Writing for Faculty Champions


1
Assessment Rubric for Critical ThinkingScenario
Writing for Faculty Champions
  • Faculty Champion Meeting
  • May 2010

2010
2
Class Without CT
  • 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

3
Class With CT
  • 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.

4
Authentic Assessments
  • 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.

5
Authentic Assessments
  • 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.
  • Designed to be flexible enough to address a
    number of student project modalities including
    written and oral communications.

6
Assessment Rubric for CT
  • Assessment Rubric for Critical Thinking
  • Will evaluate the students use of critical
    thinking skills in the development of the paper
    as opposed to specifically evaluating the quality
    of students writing skills.

7
Assessment Rubric for Critical Thinking
  • ARC was designed by the QEP staff and the Faculty
    Champions to
  • Enhance the QEP
  • Align with the Colleges definition of critical
    thinking
  • Be flexible for use in multi-disciplines

8
SPC CT Definition
  • Critical thinking is the active and systematic
    process of communication, problem-solving,
    evaluation, analysis, synthesis, and reflection,
    both individually and in community, to foster
    understanding, support sound decision-making, and
    guide action.

9
Assessment Rubric for CT
Performance Element Exemplary (4) Proficient (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.
10
Assessment Rubric for CT
Performance Element Exemplary (4) Proficient (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.
11
Assessment Rubric for CT
Performance Element Exemplary (4) Proficient (3) Developing (2) Emerging (1) Not Present (0)
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. Identifies strengths and weaknesses in own thinking recognizes personal assumptions, values and perspectives, compares to others, with some comparisons of alternate points of view. 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. Does not reflect on own thinking.
12
ARC Assignment Profile
  • 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.

13
ARC Assignment Profile
  • 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.

14
ARC Assignment Profile
  • 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.

15
ARC Assignment Profile
  • 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.

16
ARC Assignment Profile
  • 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.
  • What did you learn from this process?
  • What would you do differently next time to
    improve?

17
ARC Assignment Profile
  • 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.

18
Sample Scenario (Deer)
  • 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 towns 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.

19
Sample Scenario (Deer)
  • 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.

20
ARC Assignment Profile
Competency Task Detail
Communication Define Problem Define the problem in your own words.
Analysis Compare Contrast Solutions Compare contrast the available solutions within the scenario.
Problem Solving Select Defend Final Solution Select one of the available solutions and defend it as your final solution.
Evaluation Identify Weaknesses Final Solution Identify the weaknesses of your final solution.
Synthesis Suggest Improvements Final Solution Suggest ways to improve/strengthen your final solution (may use information not contained within the scenario).
Reflection Reflect on Thought Process Reflect on your own thought process after completing the assignment.
21
Sample Scenario (Deer)
  • Possible Solutions
  • 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.

22
Scenario Elements
  • Ideally, the scenario should be related to the
    discipline.
  • Scenarios must contain a problem.

23
Sample Scenario (Deer)
  • 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 towns 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.

24
Scenario Elements
  • Scenarios must contain a minimum of three
    possible options for the student to identify.

25
Sample Scenario (Deer)
  • 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.

26
Scenario Elements
  • Scenarios should not be too elaborate and
    involved. The intent is for students to
    demonstrate their critical thinking and problem
    solving skills.
  • Students must be provided a copy of the rubric
    with the assignment
  • Students should grade their own assignments as
    part of the reflection process.

27
Improving Scoring
  • Anonymous papers
  • Anchor papers defining levels of proficiency for
    reference
  • Use of multiple scorers

28
Assessment Rubric for Critical ThinkingScenario
Writing for Faculty Champions
  • Faculty Champion Meeting
  • May 2010

2010
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