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ERIC Number: EJ855090
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1041-6099
Assessing Critical Thinking Skills in Students with Limited English Proficiency
Gustafson, Marianne; Bochner, Joseph
Assessment Update, v21 n4 p8-10 Jul-Aug 2009
The purpose of this article is to describe a procedure that has been used successfully to evaluate the critical thinking (CT) abilities of a population of undergraduates having limited proficiency in the English language. The results of this study demonstrate that it is possible to obtain reliable evaluations of CT skills in undergraduates who have limited English language proficiency by using a holistic scoring rubric, provided that the evaluations are conducted by experienced, trained raters. While the students assessed in this study were deaf undergraduates enrolled in associate degree programs at National Technical Institute for the Deaf and at Rochester Institute of Technology, English language and literacy skills in this population are known to resemble those of foreign undergraduates for whom English is a second language, and similar assessment protocols have been used successfully with both populations. Therefore, these data suggest that the assessment procedure and scoring rubric described here may be used to evaluate CT skills of both deaf and foreign undergraduates enrolled in colleges where English is the language of instruction. (Contains 1 table.)
Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A