2. Graduate School
Assessed in Spring 2010 – 2011
Used 4-Scale THIN Rubric with these Criteria:
◦ Conceptualization - Observes and describes given information (data,
ideas, or concepts) in relation to the context of question or
assignment.
◦ Analysis - Examines given information in a logical and organized
manner to determine how ideas are developed and interconnected.
Identifies embedded hypotheses, biases, causalities, and conclusions.
◦ Synthesis - Incorporates analyses with information or evidence
drawn from other resources to connect key concepts in a coherent
manner as a base for further application and perspective.
◦ Conclusion - Integrates analysis and synthesis to formulate a new
perspective or position that is appropriate to the conceptualization
of the question or assignment.
◦ Implications - Based upon the positions, perspectives or conclusions
determine practices or processes and/or the need for further study.
4. Exploratory Questions
How do we foster critical thinking and assist
students who may be struggling in this area?
◦ Is the current rubric consistent with what
most of us in the GS define as critical
thinking?
◦ Do our courses provide students with
opportunities to demonstrate our criteria of
critical thinking? If not, what learning activities
might?
◦ For introduction and remediation, what tools
might help?
5. Let’s Brainstorm
Within your group…
1. Form a general definition for critical
thinking
2. Identify and define 3-5 components
3. Suggest what types of learning activities
would allow students to demonstrate 1 & 2
4. Offer ideas for tools and resources that
might help teach critical thinking
5. Share out with the larger group
