Analysis And Critical Thinking In Assessment

Analysis And Critical Thinking In Assessment-63
As described above, each student paper was read twice.However, there were sometimes sizeable discrepancies between the two resulting scores and the correlation coefficients — one measure of inter-rater reliability — were generally quite low (CTo adjust for the different scores, the decision was made to remove any scores where the discrepancy was larger than one (e.g., a 2/4 split) and to average the two scores for the remaining papers.Excerpts from the WASC Interim Report Investigation (AY 2012-13).

As described above, each student paper was read twice.However, there were sometimes sizeable discrepancies between the two resulting scores and the correlation coefficients — one measure of inter-rater reliability — were generally quite low (CTo adjust for the different scores, the decision was made to remove any scores where the discrepancy was larger than one (e.g., a 2/4 split) and to average the two scores for the remaining papers.Excerpts from the WASC Interim Report Investigation (AY 2012-13).

Critical thinking is a form of reflective reasoning that evaluates information and arguments by applying a range of intellectual skills to reach clear, logical and coherent judgements within a given context.

Instead of accepting arguments and conclusions presented, a person with strong critical thinking will question and scrutinize the evidence provided.

Please address anything that can help your reader better understand the approach you took when composing your essay.

Depending on the level of adherence to this language in the assignment, some essays were not scored on Trait 5.

Readers were each paid $200 for their participation.

In preparation for the scoring session, faculty members read and scored three essays in advance, so that they could become familiar with the rubric’s language.Assessing for Trait 5 proved somewhat challenging, as most academic papers do not require self-assessment, yet this trait was deemed an essential component of critical thinking by the learning community.As such, instructors were asked to include a short reflection with the assignment, using the following language: When submitting your paper, please include a typed, one-page (minimum) “Writer’s Memo” wherein you reflect on the choices you made as you wrote your essay.The learning community developed a five-point critical thinking rubric (appendix B.2) based on the five traits identified above, on the language in “The Delphi Report,” and on the Cal Poly University Writing Rubric, which was developed for the University Learning Objectives Assessment Project that ran from 2008 to 2011.The critical thinking rubric is analytic in the sense that it assesses for five traits separately as opposed to giving an artifact a single holistic score.The sample sizes are given in the first row; the numbers vary due to the removal of the discrepant papers on that trait. Facione, “Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction” (Millbrae CA: California Academic Press, 1990).Also known as “The Delphi Report,” it articulates the findings of a two-year effort to make a “systematic inquiry into the current state of CT and CT assessment.” The report can be found at https://duke.edu/documents/Delphi_A scoring session with 29 readers from across campus was led by Professor Helmbrecht and Professor Josh Machamer, chair of the General Education Governance Board, on June 27, 2014.Readers were comprised of faculty members who had submitted their students’ work for assessment, members of the learning community, members of the Academic Assessment Council, and other interested faculty members.They will look for logical connections between ideas, consider alternative interpretations and evaluate the strength of arguments presented.Everyone experiences some degree of subconscious bias in their thinking.

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