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i2a Institute: Assessing Critical Thinking In Your Course
Cathy L. Bays, PhD, RNi2a Specialist for Assessment
Objectives
1. Describe the assessment process.
2. Articulate the core Essential Intellectual Standards.
3. Identify methods to assess critical thinking.
Assessment vs. Evaluation
• Gelmon, S.B., Holland, B.A., Driscoll, A., Spring, A., Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. Providence, RI: Campus Compact.
• Palomba, C.A &Banta, T.W. (1999). Assessment essentials: Planning, implementing and improving assessment in higher education. San Francisco, CA: Jossey-Bass.
• Suskie, L. (2009) Assessing student learning: A common sense guide. San Francisco, CA: Anker Publishing Company, Inc.
• Walvoord, B.A. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
Assessment vs. Evaluation
• Palomba, C.A &Banta, T.W. (1999). Assessment essentials: Planning, implementing and improving assessment in higher education. San Francisco, CA: Jossey-Bass.
• Asessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.
Assessment vs. Evaluation
• Suskie, L. (2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass.
• Evaluation is part of the assessment process-Interpreting & using the results
• Evaluation is a broader concept than assessment
• Evaluation = Assessment
Ideas to Action (i2a)
Evaluation is the systematic collection of information about i2a initiatives and processes and its impact on student learning and development. In this process baseline, process and outcome assessments are conducted and information is reviewed and used to enhance learning and achieve i2a goals.
The i2a Evaluation Vision is a systematic, ongoing process to evaluate the evidence of undergraduate students' ability to think critically and connect student learning to community for the purpose of enhancing the quality of the undergraduate educational experience and documenting accountability to accreditation agencies. Specific i2a Evaluation Goals include triangulation of meaningful direct & indirect assessments, consistency with Paul-Elder critical thinking model, evaluation of outcomes and process, "value-added" assessments, and faculty input & participation.
Formative & Summative Assessment
• Formative Assessment: The gathering of information about student learning-during the progression of a course or program and usually repeatedly-to improve the learning of those students. Example: reading the first lab reports of a class to assess whether some or all students in the group need a lesson on how to make them succinct and informative.
• Summative Assessment: The gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands. When used for improvement, impacts the next cohort of students taking the course or program. Examples: examining student final exams in a course to see if certain specific areas of the curriculum were understood less well than others; analyzing senior projects for the ability to integrate across disciplines.
Leskes, A. (2002). Beyond confusion: An assessment glossary. AAC&U Peer Review, (4) 2/3.
Universal Intellectual Standards
• Assess the “quality” of thinking
• Miniature Guide 7, 8, 9, 10 standards!• Analytic Thinking 9-18 standards!• Intellectual Standards 9+ standards!
• 6 “core” standards:Clarity, Accuracy, Precision, Relevance, Depth, Breadth
Clarity: Understandable, the meaning can be graspedAccuracy: Free from errors or distortions, truePrecision: Exact to the necessary level of detailRelevance: Relating to the matter at handDepth: Containing complexities and interrelationshipsBreadth: Involving multiple viewpoints
Logic: The parts make sense together, no contradictionsSignificance: Focusing on the important, not trivialFairness: Justifiable, not self-serving (or egocentric)
Standards for Thinking
Richard Paul Keynote, 28th International Conference on Critical Thinking
Standards
Activity• Each group has been give 3 standards to
discuss.
• In your group discuss the unique characteristics of each standard. In other words, what makes that standard unique of different from the other ones.
• Be prepared to share with the group in 1 or 2 words what makes the standard unique.
The “Standards”“Standards” in Action
• Art Methods for Elementary and Middle School• Creative production must be critically assessed. Our
artworks can be viewed in light of the following:– Clarity- Is my artwork unclear?– Accuracy-Is it accurate?– Precision- Is it imprecise?– Relevance-Is it irrelevant?– Depth- Is it superficial?– Breadth- Does it have breadth or is it too narrow?– Logic- Is it illogical?– Significance- Is it trivial?
The “Standards”“Standards” in Action
• Social Theory Class • Assignment Criteria
A. Setting the Theoretical Framework: With accuracy, precision, clarity, depth, and breadth (see the Miniature Guide to Critical Thinking) , explain Durkheim’s theory of suicide, including the concepts integration, regulation, collective consciousness/conscience collective, social solidarity, and ritual. Also explain his ontological assumptions, his epistemology, and his goals in creating this theory. (30 points)B. Presenting the Data:
• C. Analyzing the Data:• D. Using logic –that is, drawing conclusions based on your
data: • E. Implications:
Measures
• Global vs. Discipline/Content Specific
• Direct– Palomba & Banta “… require students to display their knowledge &
skills…”– Suskie “…tangible, visible, self-explanatory evidence of exactly what
students have and haven’t learned.”– Examples: Tests, Papers, Presentations, Clinical evaluations
• Indirect– Palomba & Banta “…ask students to reflect on their learning rather
than to demonstrate it.”– Suskie “…signs that students are probably learning, but the evidence
of exactly what they are learning is less clear and less convincing.”– Examples: Survey, Course grades
Critical Thinking Measures
• Course Activities e.g. SEE-IAssignments e.g. RubricsEvaluations
• Instruments– Watson Glaser
http://pearsonassess.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8191-013
– California Critical Thinking Disposition & Skillshttp://www.insightassessment.com/
– Basic Concepts & Skills Testhttp://www.criticalthinking.org/resources/assessment/index.cfm
– Critical Thinking Assessment Testhttp://www.tntech.edu/cat/
– CAAP, CLA, MAPP, NSSE– Intellectual Traits Inventory– Speed School of Engineering
Rubrics• Stevens, D.D. & Levi, A.J. (2005). Introduction to
rubrics. Sterling, VA: Stylus.
• Rubric: In general a rubric is a scoring guide scoring guide used in subjective assessments. A rubric implies that a rule defining the criteria of an assessment system is followed in evaluation. A rubric can be an explicit description of performance characteristics corresponding to a point on a rating scale. A scoring rubric makes explicit expected qualities of performance on a rating scale or the definition of a single scoring point on a scale. From “A Short Glossary of Assessment Terms” at http://serc.carleton.edu/sp/library/assessment/glossary.html
• Types: Holistic-Critical Thinking Analytic-Grading
Rubric Development• Planning:
Project, ObjectivesQuestions:1. What skills will students need to have or develop to
successfully complete the project?2. What evidence can students provide in this project that
would show they have accomplished what you hoped they
would accomplish when you created the project?3. What are the highest expectations you have for student performance on this project overall?4. What is the worst fulfillment of the project you can
imagine, short of simply not turning it in at all?
• Development:Dimensions Key content or behaviors, WeightingScales (Level)Numeric or behavioral, Even vs. odd number
• Application: Score the project• Revision: Refinement with use
Rubric Examples
• Rubistar http://rubistar.4teachers.org/index.php
• Examples – Washington State
http://wsuctproject.wsu.edu/ctr.htm
– Miami Universityhttp://www.units.muohio.edu/led/Assessment/Assessment_Basics/Rubrics.htm
– Foundation for Critical Thinking– CEHD & Speed – PEACC & REACH
• Do students see the evaluation/grading rubric before they complete the project?