Rubric-based Reusable Learning Objects
and
Qualitative Assessment of Critical Thinking Skills in
the Humanities
Critical Thinking: SPC’s Definition
• CRITICAL THINKING is the active and
systematic process of Communication,
Problem-solving, Evaluation, Analysis,
Synthesis, and Reflection both individually
and in community to foster understanding,
and support sound decision-making.
• In order to link specific and measurable
student learning outcomes, SPC’s definition of
critical thinking was operationalized in order
to provide a more concrete, less abstract,
linkage or bridge between student learning
outcomes and the original SPC definition of
critical thinking.
Measurable Learning Outcomes
• “Teaching for Critical Thinking” classroom activities
across the curriculum will result in the following
student learning outcomes:
• Students will…
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demonstrate the ability to communicate ideas effectively.
be able to identify inappropriate conclusions/use mathematical skills to
solve real-world problems
be able to evaluate evidence for a theory/ understand limitations of
correlational data
be able to separate factual information from inferences, relevant from
irrelevant information (analysis)
integrate new information that might support or contradict a
hypothesis/integrate new information (synthesis)
use journaling for in-depth reflection of their thinking/ learn and apply
new information that can change a position or problem
Assessment Rubric for Critical Thinking: The ARC
• Global rubric template to evaluate student’s
critical thinking skills
• Refinement of ARC to for discipline –specific
assignments
• ARC pilots will be quantitatively/qualitatively
analyzed
• ARC assignments include all elements of the
rubric
– Additional discipline-specific elements may be
included, but ARC elements must be maintained
The Humanities Arc Elements
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Communication: Define the Problem/Position
Analysis: Compare and Contrast
Problem Solving: Select and Defend
Evaluation: Identify weaknesses in your
position
• Synthesis: Include other perspectives or
information
• Reflection: Reflect on process
The Project Goal is . . .
• To create an assignment rubric template for
Humanities courses that instructors can adopt
and adapt for various classroom applications.
Ideally, this should be suitable (with some
format modifications) for face to face,
blended, and online courses.
What is a RLO?
• Reusable Learning Objective . . .
– are components, modules or mini-lessons
that can be developed, used and reused in
numerous courses (Project Eagle Statement
of Work, 2003).
– can be designed to have considerable
interactivity and alternate paths , hence
providing a potential for promoting critical
thinking.
What is an RLO?
• The idea behind the project is to create a
template that is flexible. It promotes critical
thinking and can be transformed as needed
from one assignment to another, from one
class to another.
The HUM ARC RLO
• As required in Humanities classes, students must
– Participate in out of class cultural activities.
– Complete analytical or research paper assignments.
– Create written responses to exam questions.
• This RLO provides structure for student response to all
of these assignments.
• In addition, the same RLO provides the basis for the
qualitative research results to support the ends of the
Critical Thinking Institute.
Process
• It starts from discussion: What is the purpose of
Art? Why do humans create art?
Functions of Art
• Art is elusive, but a Work of Art is a vision of human reality –
emotion, idea, values, religion, politics – expressed in medium
and shared with others.
• Functions of Art (not mutually exclusive)
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Stimulation of thought or feeling
Ritual
Political and Social Comment
Therapy
Artifact/History
Commodity
Entertainment
Teaching
It moves on-line . . .
It starts in the classroom . . .
• with a scenario discussion of functions of art,
the values reflected in art, the purpose of art
in society (2.);
• with a research discussion of how historic
values and perspectives affect conclusions
(3.);
• with a video-based discussion of the validity of
evidence, and the validity of restoration (4).
The Qualitative Research
• Adapt the ARC RLO (5.) to accommodate
– A pre-intervention question
– An “intervention” assignment
– A post-intervention assignment.
The Qualitative Research
The pre-intervention question is Section I Communication - in the form of
– the classroom discussion about the functions of art
– followed by an informal in-class writing.
The Qualitative Research
• “Intervention” is . .
• the museum visit,
• the creation of theme
and choice of art works,
• a piece of writing that
develops sections II, III,
IV, and V.
The Qualitative Research
The post-intervention question is Section VI Reflection - in the form of
– the classroom discussion about the functions of art
– followed by an informal in-class writing.
Additional Resources
• RLO:
• http://www.spcollege.edu/criticalthinking/resour
ces/rlo.htm
• More on critical thinking for SPC:
http://www.spcollege.edu/criticalthinking/profes
sionals/teaching.htm
• Examples of portfolios other portfolios
• https://angel.spcollege.edu/section/default.asp?i
d=InstPort%5FQEP%5F0400