Critical thinking rubric
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Critical Thinking Rubric. The Professor Magda Vasillov General Education and Assessment Committee Rubrics for Lunch November 19, 2009 Gina Cicco, Ed.D. Agenda. Introduction Why use critical thinking rubrics? Our Rubric Bloom’s Taxonomy Putting the Rubric to Work Examples for practice

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Critical Thinking Rubric

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Critical thinking rubric

Critical Thinking Rubric

The Professor Magda Vasillov General Education and Assessment Committee

Rubrics for Lunch

November 19, 2009

Gina Cicco, Ed.D.


Agenda

Agenda

  • Introduction

    • Why use critical thinking rubrics?

  • Our Rubric

    • Bloom’s Taxonomy

  • Putting the Rubric to Work

    • Examples for practice

    • Group activity

  • Discussion

  • Conclusion

    • Questions & comments


Why critical thinking rubrics

Why Critical Thinking Rubrics?

  • Primary objective of a college education

    • Defining critical thinking

    • Measuring critical thinking ability

    • Promote thinking and learning

  • Help students reflect on and improve their thinking and writing abilities (metacognition)

  • Help teachers teach and evaluate, instructional tools


Why critical thinking rubrics1

Why Critical Thinking Rubrics?

  • Provides a more global assessment of performance than the checklist-based method

  • Clarify expectations and learning objectives for various types of assignments

  • Allows for faculty and peer assessment and an ongoing exchange of feedback


Bloom s taxonomy

Bloom’s Taxonomy


Bloom s taxonomy of educational objectives

Bloom’s Taxonomy of Educational Objectives

  • First three categories are hierarchical

  • Basic knowledge: memorizing facts, figures, and basic processes

  • Secondary comprehension: understanding and illustrating the facts

  • Application: generalizing the facts to other contexts and situations


Bloom s taxonomy of educational objectives1

Bloom’s Taxonomy of Educational Objectives

  • Last three categories are not hierarchical, require knowledge and comprehension of content, and are considered higher-order skills

  • Analysis: understanding why the facts are the way they are; breaking problems down

  • Synthesis: making connections between different elements on one’s own

  • Evaluation: critically using one’s knowledge to ascertain the quality of information


Hostos critical thinking rubric

Hostos Critical Thinking Rubric

Hostos Draft

http://www.hostos.cuny.edu/oaa/pdf/Critical%20Thinking.pdf

AAC&U Value Rubric

http://www.hostos.cuny.edu/oaa/pdf/aacus09_criticalthinkingrubric.pdf


In practice

In Practice

  • Easy to use and to explain

  • Make teachers’ expectations very clear

  • Provide students with informative feedback about their strengths and areas in need of improvement

  • Support learning

  • Support the development of skills

  • Support the development of understanding

  • Support higher-order thinking


Group activity

Group Activity

Please read the assignment…

Use the rubric to score the sample assignment…

What feedback/comments would you provide this student?

Discuss in small groups…


Conclusion

Conclusion

  • Discussion

  • Questions

  • Comments

  • Suggestions

  • Thank you… please provide your feedback so we can improve the rubrics!!!


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