This page is designed to serve the task force charged with assessing the institutional learning outcomes expressed in the ICCs at De Anza College. Updates and revisions are forthcoming.
Task force members: Each of you have been assigned three of the CT criteria specified by our ICCs. You will 'distill' faculty responses from our Spring 2012 SLO convocation to develop rubric language for these three criteria.
Please review a sampling (as big as you have time for) of the responses in the following document, collected during the recent SLO convocation. Pay particular attention to the language that you see faculty using to describe (1) the different 'grades' of student work (i.e. "excellent" vs "poor", "proficient" vs "introductory", etc.) and (2) the specific characteristics of each 'grade'.
After reviewing the forms, please use the following template to collect your suggestions for the language to be used in our institutional critical thinking rubric. Keep in mind that our language should be sufficiently 'broad' to be applicable across a variety of disciplines, but also sufficiently 'narrow' to reflect what we're really looking for when we want evidence of critical thinking in our students' performance. Note that the rubric groups assessment into three categories ("Above Level", "At Level", and "Below Level") for each criterion.