Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

scholarly journals Implementasi model controversial issue dalam mata kuliah Pendidikan Kewarganegaraan

2018 ◽  
Vol 15 (1) ◽  
pp. 62-73
Author(s):  
Alfiandra Alfiandra ◽  
Sani Safitri ◽  
Puspa Dianti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Education Program ◽  
Citizenship Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issue ◽  
Teaching Model ◽  
Classroom Action Research

Artikel ini bertujuan untuk menunjukkan efektifitas model pembelajaran controversial issue dalam meningkatkan kemampuan berfikir kritis mahasiswa pada mata kuliah Pendidikan Kewarganegaraan di Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research) sebanyak tiga siklus dimana setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran controversial issue dapat meningkatkan kemampuan berfikir kritis mahasiswa dalam pembelajaran mata kuliah Pendidikan Kewarganegaraan. Peningkatan kemampuan berfikir kritis tersebut terlihat pada keterampilan mahasiswa dalam mengidentifikasi masalah, mendefinisikan masalah, mengeksplorasi masalah, mengevaluasi dan mengintegrasikan berbagai macam solusi menjadi suatu jawaban yang komprehensif terhadap suatu permasalahan.--------------------------------------------------------------------------------------------------------------------------------This article tries to reveal the effectiveness of controversial issue based teaching model to increase students’ critical thinking skills at Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. It was a classroom action research with three cycles, each of which consists of planing, observation, evaluation and reflection. The results reveal that the implementation of controversial issue based teaching model can increase students’ critical thinking skills in Citizenship Education Program. This increasing of critical thinking skills was indicated by the skills to identify problem, to define problem, to explore problem, to evaluate, and to integrate any kinds of solutions in order to comprehend the problem.

Persistent anchoring to default rates when electing 401(k) contributions

2018 ◽  
Vol 10 (1) ◽  
pp. 88-104
Author(s):  
Bryan Foltice ◽  
Priscilla A. Arling ◽  
Jill E. Kirby ◽  
Kegan Saajasto
Keyword(s):  
Critical Thinking ◽  
Financial Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
College Level ◽  
Contribution Rate ◽  
Enrollment Rate ◽  
Content Type ◽  
Default Rates ◽  
Default Rate

Purpose The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees. Design/methodology/approach The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent. Findings The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills. Originality/value Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.

NCSS notable trade book lesson plan: Joan Procter, dragon doctor: the woman who loved reptiles

2020 ◽  
Vol 15 (1) ◽  
pp. 115-120
Author(s):  
Holly Hilboldt Swain
Keyword(s):  
Critical Thinking ◽  
Content Knowledge ◽  
Lesson Plan ◽  
British Museum ◽  
Thinking Skills ◽  
Cultural Representation ◽  
Critical Thinking Skills ◽  
Content Type ◽  
Museum Exhibits ◽  
Art Writing

PurposeJoan Procter, Dragon Doctor describes the life of Joan Beauchamp Procter, renowned herpetologist, zoologist, Curator of Reptiles at the British Museum and designer of the London Zoo Reptile House. In this lesson, students reframe initial viewpoints of scientists that are not representative of a broad understanding of who scientists are and what being a scientist means. Exploring understandings and expanding their view of science to include varied areas of social sciences provokes deep discussions among students as they prepare to teach others. Using content area skills, artwork, writing, literacy and technology, students explore diverse people and fields of the sciences.Design/methodology/approachStudents engage in collaborative efforts with peers to involve themselves with content knowledge and skills in the social studies, as they integrate other areas of the curriculum including science, art, writing, literacy, literature, technology, critical thinking, research skills and inquiry-based learning. Findings include students participating in meaningful learning individually and collectively through inquiry. As students learn with and from one another, they conceptualize their own ideas through their own work in exploring relevant resources. Students plan action to move learning outside the classroom in generating changes in museums and monuments to showcase broader cultural representation of scientists in their communities.FindingsStudents engage in inquiry learning using Joan Procter, Dragon Doctor as a key text. Students explore the text and related resources, while learning with one another about scientists. Students expand their content knowledge and apply critical thinking skills, noting similarities and differences in scientists, ultimately acknowledging that what scientists do through inquiry and exploration helps them identify as scientists. Varied fields and backgrounds of scientists are explored, and students examine cultural representation in museums commemorating scientists and scientific contributions. Students create action plans to consult with museums about these issues and curate exhibits, like Joan Procter, to share with others.Originality/valueThis lesson provides students multiple avenues to deepen learning while conceptualizing and formulating their own understandings. Further, students are required to use multiple skills in conveying their ideas for social change to reflect their new broader conceptualization of scientists and the many fields that science includes. Additionally, they have to understand the topics discussed fully in order to convey their research findings to another audience in their school or community as they create museum exhibits. Finally, while students learn, they begin to see themselves represented in fields through evident, inclusive demonstrations of contributions by diverse scientists.

scholarly journals A Study on Critical Thinking Assessment System of College English Writing

2015 ◽  
Vol 8 (11) ◽  
pp. 176 ◽  
Author(s):  
Tian Dong ◽  
Lu Yue
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment System ◽  
Writing Proficiency ◽  
College English ◽  
English Writing ◽  
Independent Variables ◽  
Writing Competence

<p>This research attempts to discuss the validity of introducing the evaluation of students’ critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students’ CTS and the final scores of collected writing samples were respectively regarded as two independent variables to make a correlation analysis through Pearson Correlation of SPSS17.0 software. In addition, Excel was also used as an instrument to analyze the research results. The findings suggest that the two variables are significantly and positively correlated with each other, that is, students’ CTS greatly influence their English writing proficiency. Thus, it is quite necessary to cultivate students’ CTS to improve their English writing competence.<strong> </strong></p>

scholarly journals Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 359
Author(s):  
Dominikus Tulasi
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Behavior ◽  
Empirical Evaluation ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered Learning ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind. 

scholarly journals Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nhung Thi Tuyet Pham
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Learning ◽  
Descriptive Analysis ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Literacy ◽  
Comprehensive University ◽  
The University

Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

scholarly journals LESSONS FROM CRITICAL THINKING: HOW TO PROMOTE THINKING SKILLS IN EFL WRITING CLASSES

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Mojgan Rashtchi ◽  
Babak Khoshnevisan
Keyword(s):  
Critical Thinking ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
English Writing ◽  
Modern Education

<p>Critical thinking as an issue with on-going importance has an immense influence on modern education. However, it is not a natural disposition but is a potential that needs cultivation. Training individuals to become critical thinkers is not an easy task, but by adopting appropriate strategies and classroom practices, it is attainable. The present article aimed to show how English writing classes in EFL settings could facilitate the practice of critical thinking skills. This paper suggests that critical thinking can be implemented as a classroom practice in writing courses by using several tasks that integrate writing and thinking skills. The article starts with an introduction to the definitions of critical thinking. Then, it underlines the classroom procedures, which can be implemented by teachers. Following this, some sample tasks and writing topics are proposed to help teachers employ critical thinking practices in their classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0663/a.php" alt="Hit counter" /></p>

Are We Teaching Critical Thinking in the Classroom?

2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Teaching Methodology ◽  
Social Work Programs ◽  
Generalist Practice ◽  
Work Education

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

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