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Faculty Approaches to Assessing Critical Thinking in the Humanities and the Natural and Social Sciences: Implications for General Education
- The Journal of General Education
- Penn State University Press
- Volume 62, Number 4, 2013
- pp. 297-319
- 10.1353/jge.2013.0022
- Article
- Additional Information
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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.