Assessing Critical Thinking Skills in Students with Limited English Proficiency

Autor/inn/en	Gustafson, Marianne; Bochner, Joseph
Titel	Assessing Critical Thinking Skills in Students with Limited English Proficiency
Quelle	In: Assessment Update, 21 (2009) 4, S.8-10 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
Schlagwörter	Technical Institutes; Holistic Evaluation; Language of Instruction; Deafness; Scoring Rubrics; Associate Degrees; Program Effectiveness; Critical Thinking; Literacy; Student Evaluation; Evaluation Methods; Undergraduate Students; Limited English Speaking; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Technische Fakultät; Holistische Methode; Teaching language; Unterrichtssprache; Gehörlosigkeit; Taubstummheit; Scoring formulas; Auswertungsbogen; Kritisches Denken; Alphabetisierung; Schreib- und Lesefähigkeit; Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The purpose of this article is to describe a procedure that has been used successfully to evaluate the critical thinking (CT) abilities of a population of undergraduates having limited proficiency in the English language. The results of this study demonstrate that it is possible to obtain reliable evaluations of CT skills in undergraduates who have limited English language proficiency by using a holistic scoring rubric, provided that the evaluations are conducted by experienced, trained raters. While the students assessed in this study were deaf undergraduates enrolled in associate degree programs at National Technical Institute for the Deaf and at Rochester Institute of Technology, English language and literacy skills in this population are known to resemble those of foreign undergraduates for whom English is a second language, and similar assessment protocols have been used successfully with both populations. Therefore, these data suggest that the assessment procedure and scoring rubric described here may be used to evaluate CT skills of both deaf and foreign undergraduates enrolled in colleges where English is the language of instruction. (Contains 1 table.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10