SCHEV Competencies
Critical Thinking Competency
"Critical thinking is defined herein as all forms of thinking that are more complex, deeper, and require a greater degree of reflection than that associated with mere acquisition of knowledge via memorization and rote recall of factual information. This broad definition subsumes a wide variety of specific cognitive processes or mental activities that have often been loosely referred to as 'critical thinking'" (Cuseo, 2004).
Standards for Competency
Among the specific competencies that define good writing, three also can be used to measure critical thinking using a different rubric to measure competence:
- A clearly stated objective. The writer's purpose or position (thesis statement) is clear and is the primary controlling force throughout the paper. The essay addresses the question directly.
- Ability to present supporting evidence. The writer satisfactorily develops the ideas presented in support of the purpose of the essay. Generalizations are supported by details or specific explanation.
- Logical consistency. The ability to develop an argument that is internally consistent and logically arranged. The writer avoids sweeping or hasty generalizations, false dichotomies (either/or fallacies), personal attack, and appeals to fear or ignorance.
Overall competency in critical thinking is demonstrated by a score of at least two (2) - Meets the standard. The scoring values used for these criteria are 3 = Exceeds the standard for critical thinking; 2 = Meets the standard for critical thinking; and 1 = Fails to meet the standard for critical thinking.
Summary: (75 words) (Provide brief analysis of results)
Competence in critical thinking is reflected in the passing scores on the EEWP by undergraduate students, who are completing their baccalaureate degrees at Old Dominion University. Overall, 85% of the students in the sample were graded as satisfactory. Upon further examination of the EEWP, it was revealed that 9% of the students exceeded the standard and qualified as "high" scores. These results suggest that critical thinking is emphasized in the undergraduate curriculum.
Critical Thinking Rubric
Critical Thinking Competency 2004 Report
