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  Faculty Adaptations of the Rubric
Faculty participants were asked to integrate the rubric into their instructional and evaluative methods. The manner in which these adaptations were made was not stipulated. Some, particularly at the lower division level, chose to use only two or three dimensions of the rubric while others used it in its entirety. We asked them to make these adaptations based on their teaching styles, expertise, disciplinary conventions, and course level. Below are a few examples of how faculty members chose to adapt and integrate the rubric.

Teaching and Learning
"I kept most of the rubric, but re-worded and re-structured it to suit my own purposes." See this professor's adaptation

History
"I adapted the rubric to the needs and expectations of my history class and distributed it to the class. I specified that grading for all assignments would follow these guidelines. I also emphasized using the rubric to give coherence to entries and dialogue on the online component of the course." See this professor's adaptation

Physics
"I adapted the ideas presented in the WSU Critical Thinking Rubric into a rubric more specific to an introductory physics course. I gave the rubric to the students. The students used the rubric with the help of peer facilitators to evaluate their own problem-solving methodologies. The structure of the rubric also helped me reorganize the course materials." See this professor's adaptation

World Civilizations
"I used a simplified version of the rubric (6 parameters) as a tool of clarifying expectations for writing a research paper. To develop this simplified rubric, I handed the original rubric to students...based on their suggestions, I developed the 6-parameter rubric and incorporated it into the first assignment. I collected first drafts of papers and returned them with suggestions, which related problems to rubric-parameters. In several cases, I had one-on-one meetings with the students talking about their projects."

Crops and Soils
"I took the rubric and used it as a starting place for the Grading Guidelines handout I gave the students for their lab write-ups. I felt one of my roles is to train students in the formats of scientific writing, so the handout I created went section by section on what should be contained in a good vs. poor write-up (Introduction, Materials and Methods, etc.). I found the rubric most useful for describing and evaluating the 'Discussion' section where students analyze the results they obtained, whether or not they were reasonable and as expected, and what the implications of the results were." See this professor's adaptation
         
                         
                         
                         
     
 

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