Assessment Rubric for Critical Thinking Scenario Writing for Faculty Champions Faculty Champion Meeting March 2011 2011

Assessment Rubric for Critical Thinking

Scenario Writing for Faculty Champions

Faculty Champion Meeting

March 2011

2011

http://www.spcollege.edu/


March 18, 2011 Faculty Champion Meeting 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



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.



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.



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.



Assessment Rubric for CT

Assessment Rubric for Critical Thinking 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.




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



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.”



Assessment Rubric for CTPerformance

ElementExemplary

(4)Proficient

(3)Developing

(2)Emerging

(1)Not Present

(0)

I. CommunicationDefine 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. AnalysisCompare & 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 SolvingSelect & 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.




ElementExemplary

(4)Proficient

(3)Developing

(2)Emerging

(1)Not Present

(0)

IV. EvaluationIdentify 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. SynthesisSuggest 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.




ElementExemplary

(4)Proficient

(3)Developing

(2)Emerging

(1)Not Present

(0)

VI. ReflectionReflect 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.



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.




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.




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.




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.




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. “What did you learn from this process?” “What would you do differently next time to improve?”




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.



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 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.




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.




Competency Task Detail

CommunicationDefine Problem

Define the problem in your own words.

AnalysisCompare & Contrast

SolutionsCompare & contrast the available solutions within the scenario.

Problem SolvingSelect & Defend

Final SolutionSelect one of the available solutions and defend it as your final solution.

EvaluationIdentify Weaknesses

Final SolutionIdentify 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).

ReflectionReflect on

Thought ProcessReflect on your own thought process after completing the assignment.




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.



Scenario Elements

Ideally, the scenario should be related to the discipline.

Scenarios must contain a problem.




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.



Scenario Elements

Scenarios must contain a minimum of three possible options for the student to identify.




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.



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.



Improving Scoring

Anonymous papers Anchor papers defining levels of

proficiency for reference Use of multiple scorers


Scenario Writing for Faculty Champions

Faculty Champion Meeting

March 2011

2011

http://www.spcollege.edu/

Documents

Assessment Rubric for Critical Thinking Scenario Writing for Faculty Champions Faculty Champion Meeting March 2011 2011