Critical Thinking Artifacts Sampling: Spring 2004

At Convocation for the spring semester, all College faculty members received a copy of the rubric and a request for samples of any student work that demonstrates critical thinking of the sort the rubric describes. See Solicitation. This project piloted a method that the Team may develop further for two reasons:

1. Artifacts, or work naturally occurring in ongoing classes, provide the most accurate picture of student skills in practice, and collecting copies of these artifacts is the least intrusive method of gathering samples to assess. Both of these factors make this method straightforward and sustainable.
2. Calling for artifacts draws teachers’ attention to the rubric and encourages the development of assignments that address the standards indicated there. The rubric becomes the outline of a test that individual instructors can teach to in variable ways. It demystifies the assessment process for both teachers and students.

Five teachers submitted artifacts, and further collection of General Education artifacts will be guided by the Pilot Lessons.