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.
