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

Simple item page
dc.contributor.authorZamon, Mary E.
dc.creatorZamon, Mary E.
dc.date2008-11-24
dc.date.accessioned2008-12-12T18:13:58Z
dc.date.availableNO_RESTRICTION
dc.date.available2008-12-12T18:13:58Z
dc.date.issued2008-12-12T18:13:58Z
dc.description.abstractThis 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.
dc.identifier.urihttps://hdl.handle.net/1920/3352
dc.language.isoen
dc.subjectAssessment
dc.subjectCritical thinking
dc.subjectHigher education
dc.titleUndergraduate Critical Thinking Assessment Processes and Effects in a Public University Case Study
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy in Education

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Zamon_Mary.pdf
Size:
699.09 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

College of Education and Human Development