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The Professor Magda Vasillov General Education and Assessment Committee Rubrics for Lunch

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The Professor Magda Vasillov General Education and Assessment Committee Rubrics for Lunch
The Professor Magda Vasillov General Education
and Assessment Committee
Rubrics for Lunch
November 19, 2009
Gina Cicco, Ed.D.
 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
 Primary objective of a college
• Defining critical thinking
• Measuring critical thinking ability
• Promote thinking and learning
education
 Help
students reflect on and improve their
thinking and writing abilities
(metacognition)
 Help
teachers teach and evaluate,
instructional tools
 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
 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
 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
Draft
 http://www.hostos.cuny.edu/oaa/pdf/Cri
tical%20Thinking.pdf
 AAC&U Value
Rubric
 http://www.hostos.cuny.edu/oaa/pdf/aac
us09_criticalthinkingrubric.pdf
 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
 Please
read the assignment…
 Use
the rubric to score the sample
assignment…
 What
feedback/comments would you
provide this student?
 Discuss
in small groups…
 Discussion
 Questions
 Comments
 Suggestions
 Thank
you… please provide your feedback
so we can improve the rubrics!!!
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