ERIC Number: EJ1089208
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Using Critical Thinking Rubrics to Increase Academic Performance
Hohmann, Julie W.; Grillo, Michael C.
Journal of College Reading and Learning, v45 n1 p35-51 2014
The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to measure the development of students' critical thinking skills such as effective questioning, ability to gather important information, intellectual autonomy, and intellectual perseverance. Over two years, 97 students at the University of Louisville participated in the project. A regression analysis of the data suggests that higher rubric scores were associated with higher course grades.
Descriptors: Critical Thinking, Scoring Rubrics, Academic Achievement, Learning Strategies, Questioning Techniques, Information Seeking, Information Retrieval, Personal Autonomy, Persistence, Undergraduate Students, Models, Teaching Methods, Regression (Statistics), Least Squares Statistics, Grade Point Average, Tutors
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Kentucky
Grant or Contract Numbers: N/A