Critical Thinking Rubric Washington State University

It is important to ask this question: Is it possible for critical thinking to take the place of information literacy in today’s digital information universe?

In this post I’ll be looking at information literacy and critical thinking as components of assessment.

Throwback Thursday for February 12, 2015: Take another look at Heather Davis’s article on the ACRL Standards from 2010.

Stop back on February 25th for a critical information literacy perspective on the new Framework from Ian Beilin. Your iced coffee perspires on the desk in front of you.

” “Couldn’t we just get rid of information literacy since it shares similar outcomes with critical thinking? Immediately, your head starts reeling with the national standards of the Association of College and Research Libraries, various statewide initiatives that have mobilized to embed information literacy into k-12 and higher education curriculum, and individual faculty with whom you have worked with to cover these very same standards as part of their learning outcomes for their students.

As you witness this debate unfolding, you think to yourself, share some common characteristics? How would you respond to this challenge, where there are shared outcomes among information literacy and critical thinking?

The goal of the assessment-based learning outcome is to identify one necessary skill, such as teamwork, critical thinking, or communication, the student will use on the job, in their daily lives, or in the next stage of their educational process.

This learning outcome is then embedded in an assignment or throughout the curriculum, and a scoring rubric is devised to focus on increasing student competency in this skill.

Each meta-rubric incorporates common elements from rubrics already in use at colleges and universities around the country.

Collegiate Learning Assessment (CLA) Common Scoring Rubric A template developed by the Council for Aid to Education (CAE) to score CLA performance tasks, in which students are asked to develop and defend an evidence-based policy or decision recommendation.

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