The ARC Assignment Profile

Assessment Rubric for Critical Thinking The Assessment Rubric for Critical Thinking (ARC) is a global rubric template developed for the College to provide a snapshot view of how student learning is being affected by the critical thinking QEP initiative. It is designed to assess a variety of student projects from a critical thinking perspective. For example, students in a composition class may be asked to complete a paper on a specific topic. This ARC rubric template can evaluate the student’s use of critical thinking skills in the development of the paper as opposed to specifically evaluating the quality of student’s writing skills. The ARC rubric template is designed to be flexible enough to address a number of student project modalities including written and oral communications. Validating the ARC The development of any quality rubric is a long and arduous process. The initial version of the ARC was developed by the College’s current team of faculty champions in conjunction with QEP staff and resources from their various disciplines. The initial administrations were just the beginning of the rubric development and validation process. Refinement of this initial instrument has included thorough reviews by faculty and assessment experts from around the college as well as a preliminary tests of the instrument on sample of discipline-specific, course projects. Faculty champions will determine the quality and usability of the rubric through the rating of student artifacts and will recommend modifications as needed. The ARC has been piloted and results were analyzed from a quantitative as well as a qualitative perspective to establish the quality, reliability, and validity of the assessment instrument. Based on these validation results, some additional refinements and modifications were made to the instrument to ensure the quality of the final standardized instrument. Rubric results will be reevaluated after each administration, and additional refinements and modifications may be made to the instrument as the assessment development and validation is intended to be an on-going dynamic process.

Assignment Profile for ARC

Page 1 of 6

Last Revised: 05/20/2010

The specific elements and tasks include: 1.’ It would be inefficient to use a machete to conduct heart surgery. Communication: Define the problem in your own words. Faculty may add additional discipline specific rubric elements (such as grammar and punctuation in a composition class). The course assignment for the ARC should include all of the elements of the rubric and should be aligned with the task outlined for each element. Analysis: Compare & contrast the available solutions within the scenario. 2. 5. Problem Solving: Select one of the available solutions and defend it as your chosen solution. Assignments that only evaluate some of the elements or are not aligned with the specific ARC tasks will be considered incomplete. The ARC is essential a ‘tool’ to evaluate critical thinking. The course assignment could be a graded homework assignment or a major assessment for the course. 2. 4. but should maintain the ARC elements as listed. but for a tool to be effective it must be used in the correct situation or ‘job. Evaluation: Identify the weaknesses of your chosen solution. Synthesis: Suggest ways to improve/strengthen your chosen solution (may use information not contained within the scenario). 4. Students should be provided a copy of the assignment rubric (ARC and any additional discipline specific elements). Participating faculty should have one assignment during the course that can be evaluated using the ARC scoring rubric. Assignment Profile for ARC Page 2 of 6 Last Revised: 05/20/2010 . 1. 3.ARC Assignment Profile The ARC Assignment Profile is designed to provide consistency and accuracy in the evaluation of the ARC as well as provide guidelines for the use of the assessment at the course level. The purpose of the ARC Assignment Profile is to outline the most appropriate course assignment. 3.

“What did you learn from this process?” b.6. The QEP team is willing to assist you with the creation of the scenario or identify possible sources of existing scenarios that could be used. a. A very basic sample scenario is provided at the end of the document. Reflection: Reflect on your own thought process after completing the assignment. Assignment Profile for ARC Page 3 of 6 Last Revised: 05/20/2010 . The evaluating scenario (selected or created) should be stated in such a manner to allow the student to address each of the tasks. “What would you do differently next time to improve?” 5.

Emerging Not Present (1) (0) Identifies the main Does not identify idea or problem the main idea or poorly with few or no problem. or develops invalid conclusions or solutions based on opinion or irrelevant information. Thoroughly identifies and addresses key aspects of the problem and insightfully uses facts and relevant evidence from analysis to support and defend potentially valid solutions. Communication Define problem in your own words. addresses implications and consequences. or unreasonable inferences regarding solutions.SPC’s Assessment of Critical Thinking (ARC) Scoring Template Rater (scorer) name: _____________________________Paper ID: _____________________Date: ____________________ Performance Element I. Uses specific inductive or deductive reasoning to make inferences regarding premises. and relevant. details or states the main idea or problem verbatim from the text. data. Proficient (3) Identifies the main idea or problem with some supporting details and examples in an organized manner. Shows some confusion regarding facts. aspect of the problem but develops untestable hypothesis. opinions. Makes unexplained. unsupported. evidence. identifies facts and relevant information correctly. 4 3 2 1 0      N/A  Comments: III. Identifies and Does not select and addresses only one defend a solution. Problem Solving Select & defend your chosen solution. Exemplary (4) Identifies the main idea or problem with numerous supporting details and examples which are organized logically and coherently. Score 4 3 2 1 0      N/A  Comments: II. Identifies and addresses key aspects of the problem and uses facts and relevant evidence from analysis to develop potentially valid conclusions or solutions. addresses implications and consequences. Does not analyze multiple solutions. Uses superficial reasoning to make inferences regarding solutions. Developing (2) Identifies the main idea or problem with few details or examples in a somewhat organized manner. or information. Identifies and addresses some aspects of the problem. makes multiple errors in distinguishing fact from fiction or in selecting relevant evidence. Uses logical reasoning to make inferences regarding solutions. Analysis Compare & contrast the available solutions. develops possible conclusions or solutions using some inappropriate opinions and irrelevant information from analysis. Identifies facts and relevant information correctly. 4 3 2 1 0      N/A  Comments: Assignment Profile for ARC Page 4 of 6 ARC Last Revised: 11/13/2008 .

Evaluation Identify weaknesses in your chosen solution. Developing (2) Makes some errors in data or information interpretation. Exemplary (4) Insightfully interprets data or information. provides sufficient logical support. compares to others’. Poorly integrates information from more than one source to support chosen solution. does not consider alternate points of view. Inaccurately or incompletely relates concepts and ideas from multiple sources. Identifies strengths and weaknesses in own thinking: recognizes personal assumptions. 4 3 2 1 0      N/A  Comments: VI. Proficient (3) Accurately interprets data or information. Page 5 of 6 Does not identify new information for chosen solution. Score 4 3 2 1 0      N/A  Comments: V. or evidence related to chosen solution. values. values and perspectives. correctly identifies potential effects of new information. Identifies some personal assumptions. values and perspectives. information. with some comparisons of alternate points of view. and evaluates them in the context of alternate points of view. distinguishes appropriate arguments from extraneous elements. or evidence skewed by invalid assumptions. identifies obvious as well as hidden assumptions. values. makes arguments using weak evidence. provides superficial support for conclusions or solutions. and perspectives. Reflection Reflect on your own thought process.Rater (scorer) name: _____________________________Paper ID: _____________________Date: ____________________ Performance Element IV. recognizes missing information. Supports conclusions or solutions without evidence or logic. distinguishes appropriate arguments from extraneous elements. uses data. shallow comparisons of alternate points of view. avoids fallacies in reasoning. avoids fallacies in reasoning. shallow determination of effect of new information on chosen solution. Emerging (1) Interprets data or information incorrectly. uses fallacious arguments. Not Present (0) Does not evaluate data. Synthesis Suggest ways to improve/strengthen your chosen solution. Accurately relates concepts and ideas from multiple sources. compares to others’. establishes credibility of sources on points other than authority alone. and perspectives. Incorrectly predicts the effect of new information on chosen solution. Identifies some personal assumptions. identifies obvious assumptions. provides sufficient logical support. values and perspectives of others. establishes credibility of sources on points other than authority alone. Insightfully relates concepts and ideas from multiple sources. Identifies strengths and weaknesses in own thinking: recognizes personal assumptions. recognizes some assumptions. uses new information to enhance chosen solution. uses new information to enhance chosen solution. information. correctly identifies potential effects of new information. uses poor sources of information. “What did you learn from this process?” “What would you do differently next time to improve?” Does not reflect on own thinking 4 3 2 1 0      N/A  Comments: Assignment Profile for ARC ARC Last Revised: 11/13/2008 .

rural town in Florida. and one deer even caused considerable damage as it entered a restaurant in town. One city leader even proposed that the city purchase electronic devices to deter the deer from entering populated areas. Assignment Profile for ARC Page 6 of 6 Last Revised: 05/20/2010 . Local law enforcement has been called numerous times this year to remove the animals from backyards and neighborhood streets. The mayor has been charged by the city leaders to keep the town residents safe. Health concerns have recently been elevated as three deer carcasses were found at the edge of town and local law enforcement suspect that the animals had been poisoned. Local crops have even been damaged by the animals.Sample Scenario: Deer Overpopulation: Three teenagers were seriously injured in a car accident when swerving to avoid a deer on a two-lane road near a small. The residents of the town have seen more and more deer enter the town’s populated areas over recent years. Some long time residents have requested that the hunting season and catch limits be extended in order to reduce the deer population.

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