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ERIC Number: EJ803627
Record Type: Journal
Publication Date: 2004
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1075-2935
Assessing and Teaching What We Value: The Relationship between College-Level Writing and Critical Thinking Abilities
Condon, William; Kelly-Riley, Diane
Assessing Writing, v9 n1 p56-75 2004
Washington State University (WSU), has developed two large-scale assessment programs to evaluate student learning outcomes. The largest, the Writing Assessment Program, diagnoses student writing abilities at entry and mid-career to determine the type of support needed to navigate the expectations of our writing-rich curriculum. The second, the Critical Thinking Project, has developed an assessment instrument, the "WSU Guide to Rating Critical Thinking," adaptable by faculty to their instructional and evaluative methodologies, which we can employ across the curriculum to evaluate student critical thinking outcomes. The development of these two measures has provided insights into limitations of each measure and the student learning outcomes produced. Further, the results of our studies question current mainstream writing assessment practices, common assumptions about writing and critical thinking, and several aspects of higher education classroom and curricular praxis. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington