Assessing Written Evidence of Critical Thinking Using an Analytic Rubric

摘要

Adding a critical thinking activity to a large-enrollment, introductory nutrition class resulted in a grading challenge. Instructors overwhelmed by the task and lacking a framework for grading were inconsistent in evaluating hundreds of submitted assignments. A clear depiction of expectations, as well as a standardized method for evaluating performance, were needed. A literature search of tools for systematically scoring written work was conducted, resulting in the design, testing, and implementation of an analytic scoring rubric. Response to the rubric was positive and supportive of the critical thinking component as a valuable addition to the course.