Methods to assess students' creative and critical thinking development.

1. Measuring what Matters
Assessing Creative and Critical Thinking
Krista Stith
Lisa DaVia Rubenstein
Kate Shively
Gregory L. Callan

3. Two Methods
Method 1: Performance Assessments: Project Rubrics
Method 2: Formalized Pre/Mid/Post Assessment

4. Method 1: Project Rubrics

5. What are the ways you
could assess this
project?

6. Option #1

7. Option #2

8. Rubric Synthesis
Distance traveled
Speed
Creative appearance
Description of physics
Extensive research
What is the goal of the
project?
Do these metrics
capture it?

9. Easy Importantis not always

10. So…if the goal is…
Develop creative and critical thinking
Implement the Design Thinking Model
How can we assess
these in a project?

11. Designing Rubrics
Step 1: Deliberately delineate the process skill.
Step 2: Define the specific process. What is creativity?
What is critical thinking? What is design thinking?
Step 3: Add any project specifics.

12. Consider how you would design a
rubric for mathematics (or your subject).

13. What is mathematics?
Novice Developing Expert
MATH ??? ??? ???

14. What is creativity?

15. What is creativity?

16. Creativity Expert Level
Fluency Students considered many ideas.
Flexibility Students considered many types of ideas.
Originality Student developed a unique idea that few other
students suggested and/or substantially built
upon an existing idea in a unique way.
Elaboration Students added many significant details and
improvements to their ideas.
Usefulness Students proposed ideas that would meet the
end-user’s needs and significantly add value to
their lives.

17. What is critical thinking?

18. Critical Thinking Expert Level
Summarizes
argument
Consistently demonstrates ability to organize information, leading to
adequate understanding
Considers
assumptions
Assumptions are defined and linked to topic ideas, student can
elaborate on assumptions and discuss implications
Communicates
point of view
Identifies own position on the issue, drawing support from
experience, and information not available from assigned sources.
Provides evidence Information is gathered from appropriate and credible sources to
support argument
Analyzes data Demonstrates ability to analyze and elaborate on interpretations of
topic
Considers other
perspectives
Identifies and assesses other perspectives and positions
Draws implications Explains the impact of learning new information, making predictions,
and generates new ideas.
Assesses
conclusions
Extensive reflection of idea evolution on argument development

19. What is design thinking?

20. DTM
Stages
Expert
Empathy
Students actively and deliberately considered the end-users’ needs through in-depth
interviews, observations, purposeful engagement, and/or research. Students synthesized across
multiple types of data to represent various perspectives. Students were able to describe how
the end-users needs are unique and present an opportunity.
Define
Students considered multiple ways to define the opportunity and integrated the knowledge
gained from the empathy stage into the problem statement. Students carefully choose the
problem statement to anchor their work and could defend their choice. The problem statement
is meaningful and actionable. The problem statement provides structure for the next stages.
Ideate
Students considered many ways to develop solutions for the opportunity. Students presented
unique and flexible ideas to address specific needs. Students were able to elaborate upon a few
of their best ideas and defend which idea they would use to develop their prototype.
Prototype
and Test
Students documented in-depth, specific iterations, changes, and adjustments to their design,
experiment, or model. Students continued to elaborate or adjust their first idea throughout the
process. Students used actual data collected from an authentic audience to make positive
changes.
Reflection
Students thoughtfully reflected upon the design process by specifically addressing the project
stages, frustrations, improvements in processes and products, and future avenues for
exploration. Students provide valid evidence for their reflections.

21. What are the ways you
could assess this
project?

22. Method 2:
Pre/mid/post
Process Assessments

23. Which picture demonstrates 1/4?

24. Which picture demonstrates 1/4?
Struggle to transfer: Need for multiple applications BUT
performance assessments are time consuming!

25. A little experiment with
testing process skills

26. Step 1: Identify the desired process.
Can students apply
the UbD Model
…on their own
…across contexts?
Goals
Assessments
Learning
Experiences

27. 1. Identify the desired process.
Can students apply
the UbD Model
…on their own
…across contexts?
Can students apply
the DTM
…on their own
…across contexts?
Example 1 Example 2

28. 1. Identify the desired process.
Can students apply
the DTM
…on their own
…across contexts?
Can students apply
the UbD Model
…on their own
…across contexts?
Can students apply
PBL or historical
document analysis
or the writing
process
…on their own?
…across contexts?

29. Pre-Assessment
Midterm
Final
Step 2: Provide multiple opportunities to transfer.
Performance
Assessment
Rubric

30. Pre-Assessment
Underground Railroad Prompt

31. Generalization Prompt

32. Post-Assessment
Economics Prompt

33. Generalization Prompt

34. Final Reflection

35. Designing Pre/Mid/Post
Assessments
Step 1: Deliberately define the process skill. What do
you hope they will be able to do?
Step 2: Determine multiple contexts in which to use the
process skill. Include generalization opportunity.
Step 3: Provide an opportunity for reflection.
Method 2 Summary

36. Can we transfer?
Pre-Context
for Process
Post-
Context for
Process
Generalize Reflect
Underground
Railroad
Any Unit Economics
Generalize.
Reflect
Students who
want to build a
playground.
How would you
help them? How
would you
approach this
task?
Pigs need to
survive the wolf.
How would you
help them? How
would you
approach this
task?
Any problem
Generalize.
Reflect
What will you do
to help you solve
the problem?

37. Why is this technique
beneficial?
Faster than requiring multiple performance
assessments.
Multiple contexts promote transfer.
Self-directed use of process.
Reflection to promote meta-cognitive awareness.
Great to triangulate their experiences with their
performance assessments.

38. Two Methods
Method 1: Performance Assessments: Project Rubrics
Method 2: Formalized Pre/Mid/Post Assessment
Questions?
Krista Stith (kmstith@bsu.edu)
Lisa DaVia Rubenstein (lmrubenstein@bsu.edu)
Kate Shively (klshively@bsu.edu)