A Critical Thinking Rubric as the Basis of Assessment and Curriculum

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Author(s): Hedva Lewittes (State University of New York-College at Old Westbury, USA)
Copyright: 2009
Pages: 25
Source title: Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
Source Author(s)/Editor(s): Christopher S. Schreiner (University of Guam, Guam)
DOI: 10.4018/978-1-60566-667-9.ch002

Keywords: Education / Educational Technologies / Information Science Reference / Surveys, Measurements & Response Systems

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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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A Critical Thinking Rubric as the Basis of Assessment and Curriculum

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