Attend this year’s Institute for Student Learning Assessment to learn approaches to effectively and meaningfully assess critical thinking. Faculty from a variety of disciplines will share strategies to assess critical thinking in their classrooms and programs.
Date: October 25, 2017
Time: 9am – Noon
Location: Bluemont Room, K-State Student Union
Cost: Free for all K-State Faculty and Staff
Registration is closed.
Limited walk-up seating will be available on the day of the event.
Schedule at a glance (View the full schedule)
|8:30||Registration & Coffee|
|9:00||Defining Critical Thinking as a Guide to Assessment in Higher Education – Pat Ackerman|
|9:30||Excellence in Assessment Award Highlight: Critical Thinking in Athletic Training – Shawna Jordan|
|10:00||Effective Strategies for Critical Thinking: 20-minute rotating mini-sessions|
|11:30||Closing Session: Critical Thinking Expectations at K-State – Bronwyn Fees, Jana Fallin, and Fred Burrack|
The Tilford Multi-Cultural Competencies define Knowledge Learning as Awareness and understanding needed to live and work in a diverse world. Knowledge of:
- Cultural Self — The ability to understand one’s ethnic identity and how it influences identity development.
- Diverse Ethnic Groups — Knowledge of diverse ethnic groups and their cultures.
- Social/Political/Economic/Historical Frameworks — Awareness of how social, political, economic and historical issues impact race and ethnic relations in the world.
- Changing Demographics — Understanding population dynamics related to ethnic minority and majority citizens.
- Diversity Implications for Career — Understanding how diversity impacts the academic discipline, career and professional development.
Too often data from assessments of General Education Outcomes (knowledge, oral and written communication, critical thinking, diversity, professional integrity) are ignored or simply not used other than proving the assessment was done. Kansas State University expects programs to define how the undergraduate learning outcomes align and are demonstrated by students in their programmatic area. Assessment results are collected annually and should be reviewed by programs demonstrating competency that is foundational for many programmatic expectations. A number of programs have used assessment results to transform their curriculum to enhance these important skills. The Office of Assessment can assist programs in using their data to understand student needs and discover what it can mean for teaching and learning.
The purpose of assessment is not administering an assessment task and measure, but analyzing, reporting, and making decisions that could lead to improvement. Again, if faculty are using course-embedded assessments, they’re already collecting evidence. Be sensitive to the extra work of aggregating, analyzing, and reporting. Do all you can to keep the burden of this extra work to a bare-bones minimum and make everyone’s jobs as easy possible.
Part IV finishes the report by formatting charts and adding final touches.