Student learning outcomes will be measured through the following assessments:

Student Learning Outcome
Define the nature of critical thinking
In-class discussions
Wiki posts
Quiz &/or exam

Analyze arguments
In-class discussions
Wiki posts
In-class exercises – individual & pair work
Quiz &/or exam

Present a coherent, thought-provoking, persuasive argument in writing and in oral presentations
Persuasive essays
Wiki posts
In-class debate
Persuasive presentation

Respond critically and analytically to arguments
In-class debate
Wiki posts/comments
In-class discussions

make thoughtful, considerate decisions
Journal entries
Problem-solving activities

recognize the influence of “outside” sources on our thinking
Mini-research paper on contemporary issue

evaluate the legitimacy, credibility, appropriateness, and reliability of sources
In-class discussion

recognize others’ biases in thinking and determine how biases influence them
In-class discussion

recognize stereotypes and explain how stereotypes affect critical thinking
Case studies
In-class discussion

read and analyze a variety of texts and media
In-class exercises

Rubric for Assessment of Wiki or Blog Journals or Discussion Board Posts on Blackboard

A or A-
B+ or B
B- or C+
C or C-
Responses are always posted on time
Responses are on time – one occasionally missed.
Responses usually on time or occasionally missed
Responses missed or late more than once
Responses consistently posted late or missed
Provides provocative questions on time that help rethink readings, problems, or ideas
Questions adequate but not provocative
“surface” questions that provide not critical analysis
Questions off base, inappropriate, or irrelevant for readings
Doesn’t post questions on time
Consistently addresses all parts of questions well.
Usually all parts addressed, some better than others.
Sometimes some parts are missing but what is posted is usually thorough
Responses to questions are often quite incomplete
Responses consistently address questions minimally
Thoughtful connections
Consistently responses make thoughtful & specific connections to readings. Links theory to practice and across posts, readings, or discussions.
Usually thoughtful connections to readings but often lacking connections made across posts, readings, or class discussions.
Sometimes responses do not demonstrate an understanding of readings. Connections may be forced or incomplete.
Often responses are lacking in substance and, quite possibly, inaccurate. Connections made may be inaccurate or incoherent.
Responses are consistently done in a hasty fashion with no thoughtful connections.
Substantive responses to classmates
Often reads others’ posts and offers informed questions, comments, & connections.
Usually comments on others’ posts. Interesting comments but they may not indicate clearly a close read.
Sometimes comments on others’ posts. Comments are sometimes off base – not clearly relating to others’ posts.
Infrequently comments on others’ posts and comments are sometimes inappropriate unhelpful, not constructive, rude.
Rarely comments on others’ posts or, when does, comments are often inappropriate, unhelpful, not constructive, rude.