Measure What? Measure How? Using Rubrics and National Data to Guide Your Critical Thinking Assessment

We know that assessment is key for student learning, but crafting student learning outcomes can often feel messy and disconnected to the course. Join us for this opportunity to discover new ways to maximize the assessment process using existing tools and resources. Learn how to use existing campus data from national survey instruments such as NSSE, FSSE, CIRP, and CAAP to inform your course decisions.

Best practice strategies for formative and summative assessment will be discussed and faculty examples of critical thinking assessment will be also shared with participants.

Upon completing this session, you will be able to:

  • Describe the assessment process;
  • Identify methods to assess student learning, critical thinking, and addressing community issues;
  • Explore the feasibility of existing i2a and other assessment instruments; and
  • Maximize your assessment of student learning using pre-existing assessment instruments and national survey data.

Session Date

  • 10-09-2014

    Thursday, 12-2pm
    Delphi Center Lab

    Register Now

Presenter Bios

Il Barrow, M.A., is the i2a specialist for assessment. Prior to this role, Il was the senior institutional research analyst for the University of Louisville’s Office of Academic Planning and Accountability. Il brings to his i2a role an extensive knowledge of national assessment instruments (e.g. NSSE, CIRP, CAAP), assessment of student learning outcomes, retention studies, and various data analyses related to student success. He also brings wide-ranging experiences in undergraduate teaching, academic advising, and graduate admissions and student services. Il coordinates unit and university i2a assessments.

Nisha Gupta, Ph.D., is the i2a specialist for culminating undergraduate experiences and an adjunct faculty member in women and gender studies. Her work focuses on the development of programs, courses, and projects of engagement, diversity, senior experiences, and related critical thinking projects. She has worked in faculty development for over 20 years and as a faculty member in the Department of Women and Gender Studies at Syracuse University with a particular focus on the authentic self and the reflective teacher. 

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