The document discusses the role of critical thinking assessment in learning, emphasizing its importance for providing feedback to students and helping instructors identify areas of difficulty. It reviews a nursing course, suggesting various assessment methods that promote collaboration and application of material to personal experiences. The authors advocate for innovative assessment strategies, leveraging technology to deter plagiarism and enhance student engagement.

1. Essay about Assessment of Critical Thinking
Assessment of learning can be a meaningful tool for teachers and students during a course to provide feedback to the student about the type and
quality of work that is being completed in the course and for the instructor to find areas where the student is having difficulties and so additional
materials can be provided or the course modified. The aim of this paper is to define assessment and critical thinking skills, and then review a
State University course and suggest different assessments that could be used to demonstrate learning. Theoretical Foundations of Nursing will be
the course reviewed, as it is the only course I have previously taken, and therefore the only course which I have assess to the curriculum. Critical
thinking is...show more content...
Projects that are then shared with other students provide a method of further learning by collaboration. "Assessment strategies should be designed
so that students apply the course material to their own lives, motivating them to think through and analyze the content for themselves"
(Bassendowski & Salgado, 2005). The authors go on to encourage instructors to develop new assessment strategies, which utilize technology
available today, rather than to use papers which can easily be plagiarized from the ease of internet sources (Bassendowski & Salgado, 2005, p. 9).
Theoretical Foundations of Nursing– N505–10A utilized the following assessments; weekly assignments, final project, and class participation.
Class participation was assessed by online discussion of questions which were posted by the instructor. Guidelines for discussion were posted in
the syllabus which included general rules for discussion, grading criteria for discussion which included; quantity of participation, frequency of
participation, quality of information, critical thinking and netiquette. Discussion questions were posted at the beginning of the course for all eight
weeks, which allowed students time for research and reflection before posting deadlines. Discussion questions required applying theoretical
models to current or past nursing practice and experiences. This provided application to personal experience for each student and encouraged
collaborative learning, as students also
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