Download Assessing the Generic Outcomes of College: Selections from by Gary R. Pike PDF

By Gary R. Pike

What does collage educate, fairly? As calls for for responsibility accentuate, significant dimension of extensive university results turns into more and more vital. right here, you will take a trip throughout the background of overview tools, beginning with the construction of the 1st basic results evaluation instruments within the Eighties. you are going to keep on with the evolution of the instruments, writing and significant considering, and at last the concept that of value-added research, an beautiful yet elusive objective for assessors.

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Sample text

Third, should the development of critical thinking be viewed as a continuum in which the attainment of critical thinking skills is additive, or should development be viewed as a series of stages individuals must pass through? From Assessment Update 8:2 (1996). We generally take for granted that some of the most important outcomes of a college education are the abilities to think critically, reason effectively, and solve problems. As Pascarella, Terenzini, and their colleagues have observed, disciplinary knowledge becomes obsolete very quickly.

A clear understanding of the scoring rubric, adequate training, and certification of raters are essential to ensure that score differences reflect differences in students’ abilities, not differences in raters. A concrete example may serve to make this point. In 1993, as part of a special study of the Missouri writing assessment, a subsample of papers from 1992 was rescored using novice raters who were given anchor, training, and certification papers from an earlier prompt. Results indicated that percentages of interrater agreement were much lower in the special study than for the original scoring.

Thorndike (1985, p. ” A third issue in assessing critical thinking concerns the nature of student development. For example, should student development be viewed 46 Assessing the Generic Outcomes of College as a continuum in which the attainment of critical thinking abilities is essentially additive, or should development be viewed as a series of stages students pass through as they develop higher-order thinking skills? How this question is answered has a powerful influence on how thinking skills will be measured.

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