1. Rubrics --- tools in teaching Presented by the 2009 QEP Assessment Team Sonja Andrus, Salena Brody, Kathleen Fenton, Regina Hughes, Meredith Martin, Tracey McKenzie, Karen Stewart, Martha Tolleson, David Weiland, and David Wood

2. Rubrics as Tools framework to judge quality of a work with common –Vocabulary –Categories –Criteria or standards

3. Rubric Value for Instructors Defines what student success looks like Provides consistency in judgments Focuses feedback Informs focus of instruction Reduces student confusion and arguments about grading

4. Rubric Value for Students Know what counts—can focus their study and their work Can self-assess their work and revise before submission Have a context for understanding their weak areas to focus improvement efforts Continual reinforcement of important knowledge, skills, & abilities

5. Rubric vocabulary Categories that represent elements of a concept Critical thinking category examples Analysis of facts and thoughts Application of facts and processes to a situation Acknowledging opposing views

6. Adapted from Valencia Community College Rubric of Critical Thinking Indicators Think Indicators (adapted from VCC Catalog)  Analyzing data, ideas, principles and perspectives Score_____ Applying facts, formulas and procedures correctly Score_____ Presenting multiple points of view Score_____ Drawing well- supported conclusions or solutions Score_____ Creativity Score_____ This rubric was developed by the Learning Evidence Team utilizing a structure suggested by Peter A. Facione, Noreen C. Facione and the California Academic Press, as well as content derived from the Valencia Catalog. It should not be used to evaluate individual faculty or courses.

7. Adapted from Valencia Community College Rubric of Critical Thinking Indicators Think Indicators (adapted from VCC Catalog) Beginning A student beginning to think critically does most or many of the following: (1) Developing A student developing the ability to think critically does most or many of the following: (2) Competent A student completing an A.S. or A.A. degree or certificate program does most or many of the following: (3) Accomplished A student complete a B.S. or B.A. degree program or an equivalent certificate program does most or many of the following: (4) Analyzing data, ideas, principles and perspectives Score_____ Applying facts, formulas and procedures correctly Score_____ Presenting multiple points of view Score_____ Drawing well- supported conclusions or solutions Score_____ Creativity Score_____ This rubric was developed by the Learning Evidence Team utilizing a structure suggested by Peter A. Facione, Noreen C. Facione and the California Academic Press, as well as content derived from the Valencia Catalog. It should not be used to evaluate individual faculty or courses.

8. Adapted from Valencia Community College Rubric of Critical Thinking Indicators Think Indicators (adapted from VCC Catalog) Beginning A student beginning to think critically does most or many of the following: (1) Developing A student developing the ability to think critically does most or many of the following: (2) Competent A student completing an A.S. or A.A. degree or certificate program does most or many of the following: (3) Accomplished A student complete a B.S. or B.A. degree program or an equivalent certificate program does most or many of the following: (4) Analyzing data, ideas, principles and perspectives Score_____ Reports and uses data, ideas, principles and perspectives inaccurately or incompletely; uses them inappropriately; or omits them altogether Reports and uses data, ideas, principles and perspectives with general accuracy, minor inaccuracies, and/or minor omissions Reports and uses data, ideas, principles and perspectives accurately and provides brief or cursory analysis of these elements Reports and uses data, ideas, principles and perspectives accurately and provides in-depth analysis of these elements Applying facts, formulas and procedures correctly Score_____ Presenting multiple points of view Score_____ Drawing well- supported conclusions or solutions Score_____ Creativity Score_____ This rubric was developed by the Learning Evidence Team utilizing a structure suggested by Peter A. Facione, Noreen C. Facione and the California Academic Press, as well as content derived from the Valencia Catalog. It should not be used to evaluate individual faculty or courses.

9. Adapted from Valencia Community College Rubric of Critical Thinking Indicators Think Indicators (adapted from VCC Catalog) Beginning A student beginning to think critically does most or many of the following: (1) Developing A student developing the ability to think critically does most or many of the following: (2) Competent A student completing an A.S. or A.A. degree or certificate program does most or many of the following: (3) Accomplished A student complete a B.S. or B.A. degree program or an equivalent certificate program does most or many of the following: (4) Analyzing data, ideas, principles and perspectives Score_____ Reports and uses data, ideas, principles and perspectives inaccurately or incompletely; uses them inappropriately; or omits them altogether Reports and uses data, ideas, principles and perspectives with general appropriateness,, minor inaccuracies, and/or minor omissions Reports and uses data, ideas, principles and perspectives appropriately, and provides brief or cursory analysis of these elements Reports and uses data, ideas, principles and perspectives appropriately, accurately and provides in-depth analysis of these elements Applying facts, formulas and procedures correctly Score_____ Uses facts, formulas or procedures incorrectly or inappropriately; or omits them altogether Uses facts, formulas or procedures appropriately with only minor inaccuracies and/or minor omissions Uses facts, formulas or procedures of a discipline appropriately and accurately Uses facts, formulas or procedures of a discipline appropriately, accurately and with understanding Presenting multiple points of view Score_____ Presents a single solution or position that includes inaccuracies and/or inconsistencies; and/or fails to present a solution or position Presents a single appropriate solution or position with only minor inaccuracies or inconsistencies Explains two appropriate solutions or perspectives, briefly but accurately Explains appropriate alternative solutions or points of view—both pro and con—accurately and in-depth Drawing well- supported conclusions or solutions Score_____ Does not support a conclusion, produces an incorrect solution, and/or omits this altogether Attempts a conclusion or solution; and/or produces a general or weak conclusion or solution Produces a appropriate brief summary or an abbreviated solution Produces conclusions that are well-supported by evidence and explanation Creativity Score_____ Rote repetition of what has been read or heard with no apparent digestion/internalization Paraphrases others’ primary views or interpretations adjusted for context of situation Integrates ideas, data, views or solutions from more than one perspective or discipline Offers fresh perspective or interpretation, grounded in sound analysis of facts, formulas, or procedures

10. Integrate a Rubric into your course Share the rubric with students; hand out copies Create opportunities for students to use the rubric –self-assessment of own work –peer reviews- assessment of others’ work Use the rubric vocabulary when appropriate in your class presentations, assignments, assessments, and feedback

11. Integrate the Rubric into your course Provide feedback using the rubric format, categories & vocabulary If you permit students to revise & re- submit work, have students link their revisions There is a convenient CT Post-It feedback template available at the Curriculum Office intranet site.

12. Your Progress as a Critical Thinker Beginning → Developing → Competent → Accomplished Analyzing information: make data, ideas or concepts meaningful Mostly Inaccurate Accurate Accurate Precise  Check your facts Include more information Explain examples clearly CT Post-It

13. CT Post-It continued Applying formulas, procedures, principles or themes Not Appropriate Appropriate Relevant Insightful Use the right formulas/procedures Clearly state the theme/thesis Apply principles in new ways Use these in everyday life Presenting multiple solutions, positions or perspectives Singular Dualistic Multiplistic Balanced Identify more than one solution View the issue in two or more ways Balance opposing viewpoints Include your own point of view

14. CT Post-It continued Drawing well-supported conclusions Illogical Reasonable Logical Perceptive Draw a logical conclusion Include all important points in your conclusion Include your thinking in concluding Synthesizing ideas into a coherent whole Fragmented Consistent Coherent Unified Use your examples to support your theme/thesis Arrange your information in the best or most logical order Be sure your solution is consistent with formulas and principles you use

15. Integrate the CT Rubric into your course Have students reflect on own critical thinking behaviors using a specially designed CT student survey This student survey “Measuring My Critical Thinking” is available at the Curriculum office intranet site.

16. Measuring My Critical Thinking ---A student survey 1. When I analyze information, data (facts and figures), or ideas, either at work or in class… (a) Generally, I can report what I have read or heard with only a few mistakes. For example: When there are reading comprehension questions, I usually get most of them right. When a friend gives me directions to her house, I can find it without getting lost. (b) I can figure out how to use data and ideas to solve problems or complete assignments that are similar to examples I have seen. For example: When I see the examples in the textbook, I understand how to do the homework. After we studied the Renaissance in humanities, I could pick out a Renaissance painting. (c) I often copy the work of others and still may make mistakes. For example: I like it when the teacher gives me a copy of the notes because mine don't make much sense. I try to work problems the way they are done in the book, but sometimes I get the wrong answer. (d) I can provide in-depth analysis of the data or ideas that I use to solve problems or complete assignments. For example: At work I take calls all day long. I can interpret, research, and respond to any question about my area. Once I determine how to solve a problem, I can help other students understand how to solve it.

17. Measuring My Critical Thinking There is a similar section of items for students to answer for each category of CT included in the rubric.

18. Optimize your course design Use your syllabus to examine your instructional activities, assignments, assessments, and evaluations. You can create a matrix or map of these actions and the rubric categories or you can just eyeball each activity.

19. Critical Thinking Map Legend: I=Introduce R=Reinforce A=Apply F=Assess & feedback E=Evaluate Blue font= Some suggested additions or redesign HIST 1301 Critical Thinking Categories Analyzing Data &/or Perspectives Applying facts &/or procedures Presenting multiple viewpoints Well supported conclusions or solutions Creativity; integrating own views Instructional Activities Mtg 1I Mtg 3RII Mtg 4A Mtg 5RI Mtg 6 Visit museumRR Mtg 7RRA Discussion of different viewpoints RI Mtg 14AAA Assignments A1A/F A2A/F A3A/F A4 A5A/F A6A present more than one perspective A7 A8 Reflective essayAAAAA Assessments Quiz 1AA Test 1A Test 4 & LabAA/F Final ExamA

20. Open Discussion Briefly list your in-class activities, assignments and assessments you currently use. Does each one focus on at least one rubric category? Are the weakest categories of student performance addressed sufficiently?

21. Open Discussion Are there any rubric categories for which you have no activity, assignment or assessment opportunity ? How might you tweak one of your existing activities to provide such an opportunity?

22. Teaching to promote critical thinking- Open with a provocative question germane to your field Ask students to explain how they arrived at their opinion or position or solution

23. Teaching to promote critical thinking- Talk about being aware of consciously selecting styles of thinking, depending on the purpose or situation. Show students that it is somewhat analogous to selecting a writing style appropriate to the situation, purpose and audience.

24. Teaching to promote critical thinking- Make students aware of your disciplinary approach to a problem or issue in contrast to other disciplines Have a student address a problem or issue from the disciplinary view under study ( i.e. historian or scientist) and from another perspective (i.e. economist or artist) Highlight the difference that a person’s filter brings to understanding a situation or problem

25. CT Teaching Tools Ccccd.edu/Curriculum Office/Faculty Development 1.Critical Thinking rubric 2.Critical Thinking Post-It feedback guide: 3. Student survey: “Measuring My Critical Thinking”