Undergraduate Critical Thinking Assessment Processes and Effects in a Public University Case Study
Date
2008-12-12T18:13:58Z
Authors
Zamon, Mary E.
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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.
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Keywords
Assessment, Critical thinking, Higher education