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A Critical Thinking Rubric as the Basis of Assessment and Curriculum
Abstract
In this chapter critical thinking is assessed using two critical thinking learning outcomes that were required for the State University of New York’s General Education program. System-wide, an initiative was implemented that took into account national debates about standardized and course embedded evaluation. As part of this process faculty developed a rubric that delineated the criteria for rating critical thinking on a four-point scale. Components of the rubric were integrated into the curriculum of a Psychology of Adulthood and Aging course and used to formulate study questions. Feedback to students and the modification of curriculum and evaluation measures was ongoing. Pre-tests and post-tests scored with the rubric provided data on learning.
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