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Marc Singer - Introduction to Critical Reasoning OERu course remix

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Presentation prepared by Marc Singer, Thomas Edison State College for the 3rd OERu Partners meeting describing the remix of an OERu course and development of summative assessment.

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Marc Singer - Introduction to Critical Reasoning OERu course remix

  1. 1. Intro to Critical Reasoning: The Journey Marc P. Singer, Vice Provost Center for the Assessment of Learning Thomas Edison State College Trenton, NJ USA
  2. 2. The Beginning • Thomas Edison State College joined OERu 2012 • Reviewed prototype courses contributed by partners • Identified Critical Reasoning (Unisa) and Why Sustainable Practice? (Otago Polytechnic) as possible projects – Aligned with our curriculum – Seemed like it would be easy to develop assessments
  3. 3. The Goals • Develop a stand-alone assessment for the course – Portfolio—already an option – Credit-by-exam (TECEP)—more convenient and accessible • Adapt course for open distribution using our portal • Adapt course for for-credit, mentored version
  4. 4. The process • Staff reviewed course materials on WikiEducator site
  5. 5. The exam • Developed TECEP test description with outcomes based on Unisa’s outcomes • We needed to make adjustments: – Microblogging, journaling not possible in this format – Unisa’s Outcome 1: Learners actively participate in the opportunities set out in the study material – Course determined by School to be at 100-level (Introductory/first-year) • TESC began development with our students and US accreditation requirements in mind: – Self-directed adults – Come to us with skills and knowledge already acquired – Online course delivery
  6. 6. La longue durée • Progress on course development slowed—Unisa had course designers and faculty expertise but not clear direction • October 2013: TESC staff met with Unisa to figure out how to proceed – Goals of course – How assessment would work – Credit transfer – Questions about prior learning
  7. 7. The TESC course Curriculum Review Committee of our Heavin School of Arts and Sciences reviewed, made changes:  CO1 Identify assumptions, reasons, claims and their interaction  CO2 Make informed logical decisions that are based on facts and substantiated claims  CO3 Critically evaluate your own personal biases, misconceptions and preconceived ideas  CO4 Identify and critically evaluate the ideas and beliefs of others  CO5 Analyze and evaluate information and knowledge claims critically  CO6 Apply the key concepts of critical reasoning to constructing one’s own arguments and writing critical essays Also developed open and objective self-assessments so that students can evaluate their progress through the course.
  8. 8. Alignment of course and exam Re-aligned TECEP outcomes with those of TESC course: • Identify assumptions, reasons, claims and their interaction • Make informed logical decisions that are based on facts and substantiated claims • Identify the various pre-conceived ideas and biases that affect decision-making • Analyze and evaluate information and knowledge claims critically • Apply the key concepts of critical reasoning to constructing arguments and essays
  9. 9. What do we assess? • Developed pools of TECEP test content to address outcomes of Unisa and TESC courses, using item types that are most effective given the constraints of a timed, proctored online testing environment • Multiple choice and matching items assess key concepts (what critical thinking is, types of arguments, structure of arguments, obstacles to clear thinking, kinds of writing) • Essay prompts assess ability to – construct an argument – evaluate an argument
  10. 10. Unisa’s assessment Unisa will grant credit via RPL.
  11. 11. Links • Open Course: https://sites.google.com/a/courses.tesc.edu/phi- 130-critical-reasoning/ • TECEP exam: http://www2.tesc.edu/listalltecep.php

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