Rubric-based Reusable Learning Objects and

Qualitative Assessment of Critical Thinking Skills in the Humanities

Critical Thinking: SPC’s 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, and support sound decision-making.

Measurable Learning Outcomes

• In order to link specific and measurable student learning outcomes, SPC’s definition of critical thinking was operationalized in order to provide a more concrete, less abstract, linkage or bridge between student learning outcomes and the original SPC definition of critical thinking.

Measurable Learning Outcomes

• “Teaching for Critical Thinking” classroom activities across the curriculum will result in the following student learning outcomes:

• Students will…– demonstrate the ability to communicate ideas effectively.– be able to identify inappropriate conclusions/use mathematical skills to solve real-

world problems– be able to evaluate evidence for a theory/ understand limitations of correlational data– be able to separate factual information from inferences, relevant from irrelevant

information (analysis)– integrate new information that might support or contradict a hypothesis/integrate

new information (synthesis)– use journaling for in-depth reflection of their thinking/ learn and apply new

information that can change a position or problem

Assessment Rubric for Critical Thinking: The ARC

• Global rubric template to evaluate student’s critical thinking skills

• Refinement of ARC to for discipline –specific assignments

• ARC pilots will be quantitatively/qualitatively analyzed

• ARC assignments include all elements of the rubric– Additional discipline-specific elements may be included,

but ARC elements must be maintained

The Humanities Arc Elements

• Communication: Define the Problem/Position• Analysis: Compare and Contrast• Problem Solving: Select and Defend• Evaluation: Identify weaknesses in your

position• Synthesis: Include other perspectives or

information• Reflection: Reflect on process

The Project Goal is . . .

• To create an assignment rubric template for Humanities courses that instructors can adopt and adapt for various classroom applications. Ideally, this should be suitable (with some format modifications) for face to face, blended, and online courses.

What is a RLO?

• Reusable Learning Objective . . . – are components, modules or mini-lessons

that can be developed, used and reused in numerous courses (Project Eagle Statement of Work, 2003). – can be designed to have considerable

interactivity and alternate paths , hence providing a potential for promoting critical thinking.

What is an RLO?

• The idea behind the project is to create a template that is flexible. It promotes critical thinking and can be transformed as needed from one assignment to another, from one class to another.

The HUM ARC RLO

• As required in Humanities classes, students must

– Participate in out of class cultural activities. – Complete analytical or research paper assignments.– Create written responses to exam questions.

• This RLO provides structure for student response to all of these assignments.

• In addition, the same RLO provides the basis for the qualitative research results to support the ends of the Critical Thinking Institute.

Process

• It starts from discussion: What is the purpose of Art? Why do humans create art?

Functions of Art• Art is elusive, but a Work of Art is a vision of human reality –

emotion, idea, values, religion, politics – expressed in medium and shared with others.

• Functions of Art (not mutually exclusive)– Stimulation of thought or feeling– Ritual– Political and Social Comment– Therapy– Artifact/History– Commodity– Entertainment– Teaching

It moves on-line . . .

It starts in the classroom . . .

• with a scenario discussion of functions of art, the values reflected in art, the purpose of art in society (2.);

• with a research discussion of how historic values and perspectives affect conclusions (3.);

• with a video-based discussion of the validity of evidence, and the validity of restoration (4).

The Qualitative Research

• Adapt the ARC RLO (5.) to accommodate

– A pre-intervention question– An “intervention” assignment– A post-intervention assignment.

The Qualitative Research

The pre-intervention question is Section I - Communication - in the form of – the classroom discussion about the functions of art – followed by an informal in-class writing.

The Qualitative Research

• “Intervention” is . . • the museum visit, • the creation of theme

and choice of art works,

• a piece of writing that develops sections II, III,IV, and V.

The Qualitative Research

The post-intervention question is Section VI - Reflection - in the form of – the classroom discussion about the functions of art – followed by an informal in-class writing.

Additional Resources

• RLO: • http://www.spcollege.edu/criticalthinking/res

ources/rlo.htm• More on critical thinking for SPC:

http://www.spcollege.edu/criticalthinking/professionals/teaching.htm

• Examples of portfolios other portfolios• https://angel.spcollege.edu/section/default.as

p?id=InstPort%5FQEP%5F0400