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6 Critical Thinking Assessments
Angelo, T. and Cross, P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. 2 nd ed. Students are presented with a grid containing two or three important categoriessuper ordinate concepts they have been studyingalong with a scrambled list of subordinate terms,[url=http://nikefree.mobilejeti.com]nike free tilbud[/url], images, equations, or other items that belong in one or another of those categories. Learners are then given a very limited time to sort the subordinate terms into the correct categories on the grid (p.
Students in this vocational education course had read about the "season" system of color matching and had seen a short videotape demonstrating how this system is used to help clients match the colors of clothes and makeup to their hair and skin colors. To assess the students' understanding of which colors go with which "seasons"four categories of skin and hair colorationthis instructor used a Categorizing Grid. The grid simply consisted of a large rectangle divided into four smaller ones, labeled for the four seasons. Students were given a list of twentyfour color names and asked to write them in the appropriate boxes for the seasons they matched.
To her dismay, many of the students did poorly on the assessment. After discussing the feedback with them, she began to suspect that many of them either did not know the color names well or could not associate them with the tones they represented. She knew that many of her students were strong visual learners but poor readers. To test her hypothesis, she constructed a second Categorizing Grid, this one a large poster with pictures of models representing the "season" types. She also made a poster with samples of the twentyfour colors next to their names. The feedback on this second assessment bore out her hypothesis: most of the students did very well in visually categorizing the colors with the "seasons". The instructor followed up by explicitly helping students connects the verbal and visual information in that and subsequent lessons (p. 161).
This professor used a Defining Features Matrix to assess how well his students understood the detailed differences among the federal systems of the United States, Canada, and Germany, after they had read chapters on each of the three systems.
After lectures and assigned readings on Freudian and behaviorist views of human psychology, this instructor constructed a Defining Features Matrix form to assess students' ability to distinguish between these two schools (p. 165).
At one time or another, most people have jotted down quick lists of pros and cons to help them think more clearly about a pressing decision. The Pro and Con Grid turns that familiar decisionmaking exercise into a simple Classroom Assessment Technique with many possible applications (p. 168).
Define topic. List three pros and three cons for topic.
To first year students reading Shakespeare's Hamlet: Imagine that you are Hamlet, the day after the encounter with your father's ghost. Make a list of pros and cons of murdering your stepfather, Claudius. (Three pros and three cons will be enough.)
In the wake of the last federal census, the state legislature has just issued a draft plan for redistricting. Study this plan carefully, as though you were the governor's special assistant for legislative relations. Then write a short list of political costs and benefits that the governor should consider before deciding whether to support this plan. (Page 169)
This Classroom Assessment Technique is also called "What, How, and Why Outlines". To respond to it, the student carefully analyzes the "what" (content), "how" (form), and "why" (function) of a particular message. That message may be a poem, a newspaper story, a critical essay, a billboard, a magazine advertisement, or a television commercial. The student writes brief notes answering the "what, how, and why" questions in an outline format that can be quickly read and assessed (p. 172).
To assess her students' skill at taking apart and learning from television commercials, this instructor first asked her Advertising Design students to watch a video clip of a wellknown cigarette commercial and then to fill out a Content, Form, and Function Outline analyzing it. In reading their responses, she was surprised to find that more than half of her students had great difficulty breaking the commercial into it component segments. They saw the entire sixty seconds as one seamless whole. As a result, these students did a poor job of completing the assessment. She responded by leading the class through the assessment procedure step by step, inviting comments from those who had done well.
The advertising instructor then asked the students to study and outline an antismoking commercial that paralleled and parodied the cigarette commercial they had just finished analyzing in depth. This time, about twothirds of the students in the class were able to complete the Content, Form, and Function Outline with varying degrees of success. She then broke the class of thirty into six small groups, showed the antismoking commercial again, and asked them to work through the assessment technique quickly and to produce group outlines. She assigned group work mainly to help the onethird who were not able to analyze the commercials adequately.
After the groups had finished, she led an exercise comparing the two commercials in content, form, and purpose. The students soon recognized that the two advertisements were almost exactly the same in form, and very similar in content, but were diametrically opposed in purpose. Thanks to the close analyses they had performed, many of the students were able to discuss the similarities and differences in great detail (p. 173174).
The Analytic Memo is basically a simulation exercise. It requires students to write a one or twopage analysis of a specific problem or issue. The person for whom the memo is being written is usually identified as an employer, a client, or a stakeholder who needs the student's analysis to inform decision making (p. 177).
Write a 300500 word analysis of "problem" as a memo to "a person."
During the first month of this environmental studies course, the instructor decided to find out how well her students could analyze a typical environmental policy problem. Since a story about contaminated groundwater had recently appeared in the local newspapers, she directed her students to write an Analytic Memo about this topic. They were told to write as environmental policy analysts, to address their memos to the state's secretary of environmental affairs, and to point out the major policy implications of the groundwater crisis.
The students were given three days to prepare their memos. After collecting them, the teacher assessed and responded to each memo with a fivepoint checklist and short comments. From her quick assessment of the memos, the instructor realized that her students were generally successful at describing the problem and probable causes but demonstrated little ability to analyze its policy implications and the interests of various actors and agencies involved. In response, she planned several increasingly challenging assignment on apply political and policy analysis to environmental problems (p. 178).

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the Changsha yesterday,[link widoczny dla zalogowanych], center of Xiangya No.2 Hospital of geriatric rehabilitation medical new (Changsha Zhuzhou Xiangtan branch) opened, the branch of land and houses are Xiangya No.2 Hospital. 8 layers of Xiangya No.2 Hospital Changzhutan three City branch located in Midtown Changsha County Mu Yun Zhen Yun Tang community,[link widoczny dla zalogowanych], located in Changsha wild zoo diagonally opposite. "As the center of Changsha Zhuzhou Xiangtan, evening clouds there is no a big hospital in this region, with a population of about 400000, obviously have a strong medical needs,[link widoczny dla zalogowanych], the branch opening will help ease the Changsha Zhuzhou Xiangtan center area difficult problem." Professor Xiangya No.2 Hospital Dean Zhou Shenghua said.
Xiangya No.2 Hospital, Changsha Zhuzhou Xiangtan branch, a total of 8 floors, is mainly composed of 3 health subjects, rehabilitation medicine, oncology and emergency. The total construction area of 7250.97 square meters,[link widoczny dla zalogowanych], a total of 8 layers. The one or two floor is the outpatient and pharmacy, is on the third floor of rehabilitation medicine, physical therapy center,[link widoczny dla zalogowanych], four or five floor is three District Department of rehabilitation medicine and four district,[link widoczny dla zalogowanych], three district six or seven building is the Department of oncology, on the eighth floor is the restaurant nutrition. Three wards oncology and rehabilitation of a total of 130 beds,[link widoczny dla zalogowanych], sub suites, single rooms, double rooms,[link widoczny dla zalogowanych], five rooms, to meet the different needs of patients.
branch compared to the giant Xiangya No.2 Hospital, did look a little. Zhou Shenghua president said, "the doctor will according to the need to expand the scale, will gradually set up clinics and other clinical departments." It is reported, the Xiangya No.2 Hospital for branch expansion also have land. Branch front suspension has 3 brands,[link widoczny dla zalogowanych], respectively, the elderly rehabilitation medical center of Xiangya No.2 Hospital (Changsha Zhuzhou Xiangtan branch), general medicine Central South University general practitioner training center, Xiangya No.2 Hospital room. Xiangya No.2 Hospital,[link widoczny dla zalogowanych], Changsha Zhuzhou Xiangtan branch in bear medical tasks at the same time, or general practitioner training center of Central South University. At present,[link widoczny dla zalogowanych], the training and use of GPS in our country is still in the initial stage, the number of GP shortage. The establishment of Central South University general practitioner training base,[link widoczny dla zalogowanych], is conducive to the establishment of GPS system, gradually formed the primary health care team to general practitioners as the main body.
reporter Liu Shaolong interns Cui Rongzhi correspondent scene
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In other words, the attacks pose a dilemma for both Koreas. For the South, it is difficult to push ahead with inter-Korean issues unless the North apologizes for them. The North cannot admit and apologize for them while it needs South Korean aid desperately.