How Can I Assess Critical Thinking with Student-Created Work?
Gain a portfolio of guidelines for assignments that test student constructed responses. You will learn the keys to defining learning goals, creating assignments, and drafting rubrics to boost and measure critical thinking outcomes.
The how-to guide for assessing student critical thinking
It’s all about that moment when a student not only masters the textbook but also learns to think beyond it.
In today’s academic market, it is not enough to produce that “Aha!” moment—we are also required to define that moment as an outcome and assess our students’ facility for thinking.
For an essential guide to critical thinking outcomes assessment, choose the 20-Minute Mentor from Magna Publications, How Can I Assess My Students’ Critical Thinking Skills with Student-Created Work?
This program provides keys to defining learning goals, creating assignments, and drafting rubrics to measure students’ achievement of critical thinking outcomes.
You will gain an effective portfolio of guidelines for writing and designing assignments that assess how effectively students can solve real-world problems.
You will also learn how to define criteria and performance levels for assessing the student-constructed responses and ensuring that students monitor their reasoning while composing their responses.
The presenter, Linda B. Nilson, brings more than 25 years of experience as a faculty development director, the last 17 of which have been spent as director of the Office of Teaching Effectiveness and Innovation at Clemson University.
Nilson’s direct, practical guide to the complexities of outcomes-based critical thinking assessment is applicable across diverse academic disciplines, from the sciences to the humanities.
This 20-Minute Mentor benefits all educators charged with boosting and charting students’ achievement of outcomes related to critical thinking.
This program is also available in the Critical Thinking Skills 4 Pack.
Product Code: PM15MA
For a definitive guide to drafting learning goals, assignments, and grading rubrics for improving and assessing student critical thinking skills, choose the 20-Minute Mentor How Can I Assess My Students’ Critical Thinking Skills with Student-Created Work?
- Identify course material appropriate for assessing critical thinking
- Delineate student learning outcomes related to analytical and evaluative reasoning
- Develop prompts to elicit student-constructed responses, deliverables with non-standardized answers that call for interpretation, and analysis of real-world situations
- Create reflective exercises that teach students how to monitor and evaluate their own reasoning and their awareness of a priori assumptions
- Define criteria and performance levels for assessing critical thinking outcomes
After watching this 20-Minute Mentor, you will:
- Recognize opportunities for critical thinking assignments
- Design prompts that elicit the student-constructed responses that require critical thinking and ensure a basis for assessing students’ cognitive skill sets
- Develop rubrics for assessing those skill sets
- Lists of assessable critical thinking outcomes sorted by disciplinary type
- Targeted materials to facilitate the development of assignments for constructed responses in different disciplines
- Resources for further study, as well as for connecting to academic communities of scholars of critical thinking development
By cultivating critical thinking, you empower students to interpret data, sort evidence, test claims, craft cogent arguments, and acquire the cognitive capacities needed to build a better world. Select this 20-Minute Mentor program to gain strategies for assessing the skill sets most useful to your critical thinking outcomes.
Linda B. Nilson, PhD, recently retired as the founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University. She has written several books, including Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015), Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Stylus, 2013), Teaching at Its Best: A Research-Based Resource for College Instructors, now in its 4th edition (Jossey-Bass, 2016), and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007). She also co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and Vols. 25–28 of To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Anker, 2007, 2008; Jossey-Bass, 2009, 2010), which is the major publication of the Professional and Organizational Development Network in Higher Education.
Dr. Nilson has also published many articles and book chapters and has presented keynote speeches and workshops at conferences, colleges, and universities nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. Her most recent articles address the instability of faculty development careers, the validity problems with student ratings, and how to measure student learning for faculty evaluation.
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