I2a Institute: Assessing Critical Thinking In Your Course Cathy L. Bays, PhD, RN i2a Specialist for...

i2a Institute: Assessing Critical Thinking In Your Course Cathy L. Bays, PhD, RN i2a Specialist for Assessment

Transcript of I2a Institute: Assessing Critical Thinking In Your Course Cathy L. Bays, PhD, RN i2a Specialist for...

i2a Institute: Assessing Critical Thinking In Your Course

Cathy L. Bays, PhD, RNi2a Specialist for Assessment


1. Describe the assessment process.

2. Articulate the core Essential Intellectual Standards.

3. Identify methods to assess critical thinking.


Write in one word what comes to mind when you hear the


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.

Assessment Cycle

i2a Evaluation Plan

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


Activity• Each group has been give 3 standards to


• 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:


• 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


– 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


– 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?

i2a Assessment