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Undergraduate Critical Thinking Assessment Processes and Effects in a Public University Case Study

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dc.contributor.author Zamon, Mary E.
dc.creator Zamon, Mary E.
dc.date 2008-11-24
dc.date.accessioned 2008-12-12T18:13:58Z
dc.date.available NO_RESTRICTION en
dc.date.available 2008-12-12T18:13:58Z
dc.date.issued 2008-12-12T18:13:58Z
dc.identifier.uri http://hdl.handle.net/1920/3352
dc.description.abstract This case study follows the work of a large state university tasked with designing and completing state-mandated assessment of undergraduate student critical thinking competency. A participant researcher case study examines assessment records, field notes, and data collected from faculty and administrators through interviews and questionnaires. The research followed how this assessment was carried out, what processes and decisions were involved, the effects of the process of assessment on the institution, and used assessment, critical thinking, group work and institutional renewal concept models to propose future research and best practice directions. Findings and conclusions include a new Process Self-Renewal Model which can be applied in future research and suggestions for specific best practices in assessment. en
dc.language.iso en_US en
dc.subject Assessment en
dc.subject critical thinking en
dc.subject higher education en
dc.title Undergraduate Critical Thinking Assessment Processes and Effects in a Public University Case Study en
dc.type Dissertation en
thesis.degree.name Doctor of Philosophy in Education en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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