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Content-Free Critical Thinking Tests to Assess Programs and Courses Several commercially available tests attempt to assess critical thinking in a content-free way; that is, they do not assess thinking in nursing or biology or business management courses but instead assess the student's recognition of the use of evidence to support a claim, the validity of reasoning, logical fallacies, soundness of interpretations, drawing conclusions, and the like.
A review of critical thinking tests can be found at the web site of the National Postsecondary Education Cooperative US Department of Education at http: Often such tests are used by departments to assess whether their programs or courses have improved students' critical thinking.
Departments typically use the A version as a pre-test before students begin the program or course and the B version as a post-test. Critical thinking occurs in the context of a course, so there is a a trend for developing context-specific thinking tests.
Insight Assessment has a test that measures reasoning in the health sciences. Holistic Critical Thinking Scoring Rubric Peter Facione and Noreen Facione have developed the four-level Holistic Critical Thinking Scoring Rubric to assess the critical thinking skills and some of the dispositions identified by the Delphi project as these skills are demonstrated by by students in essays, projects, presentations, clinical practices, and such.
The Facione and Facione Holistic Scoring Rubric is Rubrics academic essays below and is available free, with a page of instructions, at http: Accurately interprets evidence, statements, graphics, questions, etc. Identifies the salient arguments reasons and claims pro and con.
Thoughtfully analyzes and evaluates major alternative points of view. Draws warranted, judicious, non-fallacious conclusions.
Justifies key results and procedures, explains assumptions and reasons. Fair-mindedly follows where evidence and reasons lead.
Identifies relevant arguments reasons and claims pro and con.
Offers analyses and evaluations of obvious alternative points of view. Justifies some results or procedures, explains reasons. Fairmindedly follows where evidence and reasons lead.
Does most or many of the following: Misinterprets evidence, statements, graphics, questions, etc. Fails to identify strong, relevant counter-arguments. Ignores or superficially evaluates obvious alternative points of view.
Justifies few results or procedures, seldom explains reasons. Regardless of the evidence or reasons maintains or defends views based on self-interest or preconceptions.
Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others.
Fails to identify or hastily dismisses strong, relevant counter-arguments. Ignores or superficially evaluates obvious alternative points of view Argues using fallacious or irrelevant reasons, and unwarranted claims. Exhibits close-mindedness or hostility to reason. Analytical Critical Thinking Scoring Rubrics Analytical rubrics provide more information than holistic rubrics.
The holistic rubric illustrated above combines five different kinds of thinking into a single category. Instead of the holistic rubric's lumping of several different traits into one category, an analytical rubric separates them.
A lthough they take more time to score because the raters sometimes have to examine the essay, project, or performance more than once, analytical rubrics can be useful to departments assessing student's thinking skills in assignments and projects in multi-section courses to determine which areas of student thinking need more attention in the course.
The WSU rubric specifies only the highest and lowest levels of performances, leaving it to faculty adapting it to describe the intervening levels. Emerging Mastering Does not identify and summarize the problem, is confused or identifies a different and inappropriate problem.
Does not identify or is confused by the issue, or represents the issue inaccurately. Identifies the main problem and subsidiary, embedded, or implicit aspects of the problem, and identifies them clearly, addressing their relationships to each other.
Identifies not only the basics of the issue, but recognizes nuances of the issue.
Emerging Mastering Addresses a single source or view of the argument and fails to clarify the established or presented position relative to one's own.
Fails to establish other critical distinctions. Identifies, appropriately, one's own position on the issue, drawing support from experience, and information not available from assigned sources. Emerging Mastering Deals only with a single perspective and fails to discuss other possible perspectives, especially those salient to the issue.
Addresses perspectives noted previously, and additional diverse perspectives drawn from outside information. Emerging Mastering Does not surface the assumptions and ethical issues that underlie the issue, or does so superficially.
Identifies and questions the validity of the assumptions and addresses the ethical dimensions that underlie the issue. Emerging Mastering Merely repeats information provided, taking it as truth, or denies evidence without adequate justification.Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
WOU First Year Writing Trait-Based Rubric for Academic Essays Version , Fall FLUENCY, ACCURACY, & APPROPRIATENESS IN LANGUAGE 4 3 2 1 >> Word Choice x Varied WOU First Year Writing Trait-Based Rubric for Academic Essays Version , Fall The Tennessee writing rubrics are designed to score the student responses from the writing portion of the TNReady assessment.
Each rubric is aligned to the appropriate grade-level standards in the Writing and Language strands.
Essay Writing Rubrics Here are some essay writing rubrics to help you get started grading your students’ essays. You will probably have to customize these rubrics to meet your goals and standards, but these should give you a decent place to start.
1 Using Rubrics to Grade, Assess, and Improve Student Learning Strengthening Our Roots: Quality, Opportunity & Success Professional Development Day Miami-Dade College March 7, Creating and Using Rubrics. A rubric is a scoring tool that explicitly describes the instructor’s performance expectations for an assignment or piece of work.