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Faculty Approaches to Assessing Critical Thinking in the Humanities and the Natural and Social Sciences: Implications for General Education

From: The Journal of General Education
Volume 62, Number 4, 2013
pp. 297-319 | 10.1353/jge.2013.0022

Abstract

Abstract:

An analysis of interviews, focus-group discussions, assessment instruments, and assignment prompts revealed that within general education, faculty assessed critical thinking as faceted using methods and criteria that varied epistemically across disciplines. Faculty approaches were misaligned with discipline-general institutional approaches. Findings have implications for the assessment of critical thinking and faculty development.



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