Developing Institutional Standards for Critical Thinking Using the Collegiate Learning Assessment

2009 ◽  
Author(s):  
Chaitra Hardison ◽  
Anna-Marie Vilamovska
Keyword(s):  
Critical Thinking ◽  
Learning Assessment ◽  
Collegiate Learning Assessment

scholarly journals A Serious Flaw in the Collegiate Learning Assessment [CLA] Test

2013 ◽  
Vol 33 (3) ◽  
pp. 390 ◽  
Author(s):  
Kevin Possin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Reliability And Validity ◽  
Logical Reasoning ◽  
Learning Assessment ◽  
Reasoning Skills ◽  
Collegiate Learning Assessment

The Collegiate Learning Assessment Test (CLA) has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.

Assessing learning gains of university students in Hong Kong adopting the Collegiate Learning Assessment Plus (CLA+)

2016 ◽  
Vol 15 (3) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Kevin H.W. Chan ◽  
Wynants W.L. Ho
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Problem Solving ◽  
Effective Communication ◽  
Undergraduate Curriculum ◽  
Learning Assessment ◽  
Learning Gains ◽  
Small Effect Size ◽  
Academic Year ◽  
Collegiate Learning Assessment

AbstractThe present study attempted to examine students’ learning gains in critical thinking, problem solving, and effective communication after 1-year university study under a new 4-year undergraduate curriculum based on students’ performance on the Collegiate Learning Assessment Plus (CLA+). One hundred and fifty freshmen and 150 sophomores at The Hong Kong Polytechnic University (PolyU) completed the CLA+ in 2013–2014 academic year. Results showed that sophomores had better performance in CLA+ than freshmen on problem solving, effective communication, and critical thinking. Compared with freshmen, fewer sophomores were classified as ‘Below Basic’ at mastering the related skills. The findings support the effectiveness of the new 4-year undergraduate curriculum, particularly the General University Requirements, in promoting students’ development in desired graduate attributes. However, students’ language barrier might affect their CLA+ scores which led to the small effect size in the differences between freshmen and sophomores.

scholarly journals Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment”

2015 ◽  
Vol 20 (2) ◽  
pp. 16-23 ◽  
Author(s):  
E.V. Sabelnikova ◽  
N.L. Khmeleva
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
National Level ◽  
The United States ◽  
Higher Order ◽  
Basic Knowledge ◽  
Learning Assessment ◽  
Higher Education Outcomes ◽  
Analytic Reasoning ◽  
Collegiate Learning Assessment

We discuss the interpretation of the concept of “learning outcomes”. Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills, i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the “Collegiate learning assessment”, realized in the United States.

Experience with a theme-based integrated renal module for a second-year MBBS class

2010 ◽  
Vol 34 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Riffat Shafi ◽  
K. H. M. Quadri ◽  
Waseem Ahmed ◽  
Syed Nayer Mahmud ◽  
Mobeen Iqbal
Keyword(s):  
Critical Thinking ◽  
Small Group ◽  
Learning Strategies ◽  
Medical Curriculum ◽  
Faculty Members ◽  
Learning Assessment ◽  
Self Directed Learning ◽  
Integrated Method ◽  
Directed Learning ◽  
Learning Issues

Integrated learning is the need of the hour. We at Shifa College of Medicine switched to an integrated modular curriculum last year. In the present article, we describe our experience with the renal module in year 2 of a 5-yr undergraduate medical curriculum. A multidisciplinary renal modular team developed the relevant objectives, themes, and clinical cases. The learning strategies used were large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning. Assessment was both formative and summative. Student and faculty feedback questionnaires were administered at the end of the module. Forty-four percent of the students agreed that the basic science and clinical concepts were well balanced and integrated. Fifty-seven percent of the students believed that important learning issues could be identified and that participation and critical thinking were encouraged during the small-group sessions. Eighty-five percent of the facilitators agreed that they were able to motivate students for critical thinking and better learning through integrating various disciplines. In conclusion, the integrated method of curricular delivery was well received by students and faculty members, and it can be used successfully in undergraduate medical education in developing countries.

scholarly journals Implementasi Asesmen Peta Konsep Untuk Mengukur Struktur Kognitif Dan Berpikir Kritis Dalam Pembelajaran Berbasis Masalah

2019 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Jeje Sudarja ◽  
Sofyan Hasanudin Nur ◽  
Abdul Muis
Keyword(s):  
Critical Thinking ◽  
Concept Maps ◽  
Research Result ◽  
Cognitive Structure ◽  
Learning Assessment ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Research Population ◽  
Almost All

Learning assessment which is usually used has not facilitated the developing of cognitive structure and critical thinking in problem solving. It gives an effect to the learning result which is not satisfied yet. One of the assessment which develops the meaningful learning is map concept. The aim of the research is to analysis accomplished learning, map concept quality which is arranged by the students, the developing of cognitive structure and critical thinking, the relationship between map concept quality which is arranged by the students and the developing of cognitive structure and critical thinking. The research is a quasi experiment with Randomized Pretest Post Test Control Group Design. The research population is all the 9th grader students in SMPN 1 Karangkancana Kuningan in academic year 2015/2016. The number of the students is 116. The sample of the research is taken by Simple Random Technique, 58 students. The achievement of research result is (1) The accomplished of learning� is categorized �good�, every stage of learning in accordance with the planning but still found obstacles. (2) The map quality concept which is categorized �fair� and �bad�, and no category of� �high � , which is designed learning has not been able to facilitate students in the achievement of the four components of the concept maps perfectly. (3) There is a significant progress in structure cognitive and students critical thinking is categorized �fair�, students are not familiar with the of learning that develops the cognitive structure and critical thinking. (4) There is a positive correlation between map concept quality and students critical thinking which is categorized �strong�,� and there is linearity unidirectional nature, every increase in the quality of concept maps followed by an increase in critical thinking. (5) The student positive is categorized �almost all�, students are very enthusiastic and very active in learning activities. It can be concluded that map concept assessment can develop cognitive structure and students critical thinking, also, there is a significant relationship between map quality concept and students critical thinkingKeywords : Concept Map Assessment; Cognitive Structure; Critical Thinking;Problem Based Learning�

scholarly journals Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

2013 ◽  
Author(s):  
Brian Frank ◽  
Jake Kaupp ◽  
Ann Chen
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Assessment ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Model Eliciting Activities ◽  
The Impact

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

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