Critical Thinking From Written Outcomes to Classroom Practice.

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Presentation transcript:

Critical Thinking From Written Outcomes to Classroom Practice

Higher Education Quality Council of Ontario (HEQCO)  Funded 3-year project entitled Building Capacity to Measure Essential Employability Skills  3 colleges and 3 universities participated in the project   ca/OurPriorities/LearningOutcomes/Pages/Home.aspx (Learning Outcomes Consortium) ca/OurPriorities/LearningOutcomes/Pages/Home.aspx

Questions posed by the project  What are the measurable elements of critical thinking relevant to a post-secondary education?  Do our existing assessment tools allow us to measure critical thinking?  Are students currently learning and demonstrating critical thinking skills in their coursework?  Are students aware of their own critical thinking skills?  What would be the elements of a generic assessment tool for critical thinking that could be adapted for use in any course in the College?

Phase 1  Concluded in June,  Literature review was conducted.  A volunteer group of College English (COMM) faculty identified and selected the relevant critical thinking constructs to be assessed.  Together they developed a preliminary version of the marking rubric.  Version 1 of the rubric was blind-tested and revised, based on results and discussion.

Phase II  Concluded in June,  Research team applied the critical thinking assessment constructs within the General Education/Liberal Studies environment.  New faculty group consisted of 6 faculty teaching Gen Ed/Liberal Studies courses across the college in 3 areas (humanities, social sciences, science & technology).  Curriculum, including teaching strategies and assessment practices, was modified to include CT constructs, with the help of a Curriculum Specialist.

Phase II  Version 2 of the rubric was blind-tested and revised once again.  Version 3 was blind-tested, and tweaked using information from focus group discussions.  There were further curriculum changes made in selected General Education courses.  Inaugural version of the CT Rubric and Teacher’s Handbook was completed.

Phase III  Getting the word out… presenting at workshops within the college and outside.  Encouraging teachers to use the rubric.  Gathering information and strategies regarding how teachers are teaching and assessing the skills, and whether the rubric is helping with that.

Handbook and Rubric  Thoughts?  Questions?