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Holistically Assessing Critical Thinking and Written Communication Learning Outcomes with Direct and Indirect Measures.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Demeter, Elise Robinson, Christine Kampen Frederick, J. George |
| Copyright Year | 2019 |
| Abstract | The ability to think critically and to write clearly are highly desirable skills in the workplace (Association of American Colleges & Universities (AAC&U), 2013). Higher education institutions also value these two domains, with 84% of institutions affiliated with the AAC&U reporting these skills are important outcomes for their undergraduates (AAC&U, 2016). However, in spite of this national recognition that critical thinking and effective written communication are important student learning outcomes, considerable diversity exists among higher education institutions in how students’ attainment of these outcomes are assessed (e.g., Condon & Kelly-Riley, 2004; Douglass, Thomson & Zhao, 2012; Ennis, 1993; Haswell, 2000; Lui, 2011; Mazer, Hunt, & Kuznekoff, 2007; Moore, O’Neill, & Huot, 2009; Peach, Mukherjee, & Hornyak, 2007). |
| Starting Page | 41 |
| Ending Page | 51 |
| Page Count | 11 |
| File Format | PDF HTM / HTML |
| Volume Number | 14 |
| Alternate Webpage(s) | http://www.rpajournal.com/dev/wp-content/uploads/2019/07/A3.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
