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ERIC Number: EJ1223384
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-4210
Holistically Assessing Critical Thinking and Written Communication Learning Outcomes with Direct and Indirect Measures
Demeter, Elise; Robinson, Christine; Frederick, John G.
Research & Practice in Assessment, v14 p41-51 Sum 2019
Students at many higher education institutions are expected to acquire effective written communication skills and strong critical thinking skills. Although these student learning outcomes are common, these skills are complex. Assessing students' attainment of these outcomes at an institutional level can be difficult as many approaches to measuring student learning have inherent flaws or biases. This study uses direct and indirect measures of student learning to triangulate freshmen and seniors' attainment of written communication and critical thinking outcomes. The data collected through these complementary methods allowed institutional stakeholders to examine student learning through different lenses and to create a detailed and nuanced portrait of student learning within the institution.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement