It is important to setup the critical thinking assignment correctly so that the assessment committee can retrieve the data. Once you have done this in your course, it can be copied in following semesters. So it is basically a one time setup for each of your courses. Some departments such as Psychology have a master course template so those UCC courses will already be done for everyone who is teaching them. If you need assistance at anytime, please feel free to contact us at the CTL. (Debbie - 888-5611 or email@example.com) (Curtis - 888-5750 or firstname.lastname@example.org)
Assignment Setup (These 2 steps are required in order for Outcomes to work correctly)
- Creating the Critcal Thinking Assignment
- Align UCC Outcome.
Creating the Critical Thinking Assignment and Aligning UCC Outcome
Adding a Critical Thinking Assignment and UCC Outcome to Blackboard - https://www.youtube.com/watch?v=YVKux--7N60 (9:08)
Creating a SafeAssign Assignment in Blackboard
Interpreting SafeAssign Results
Creating a Grading Rubric
* Grading Rubric (recommended): The grading rubric is technically not required in order for the assessment committee to retrieve data, however we strongly recommend you take the time to revise and use it as a grading rubric for your assignment.
Below are grading rubrics that you may use to create the grading rubric for your assignment. Import the zip into your Blackboard Rubrics then edit to add additional criteria.
Creating a Rubric in Blackboard - http://ondemand.blackboard.com/r91/movies/bb91_grade_center_creating_a_rubric.htm
Creating a Rubric Evaluation Report https://www.youtube.com/watch?v=UxknIfE-lro (1:57)
Grading with a Rubric in Blackboard - https://www.youtube.com/watch?v=OASGFjEU6x4 (6:09)
So What Does the Assessment Committee do with the Data Collected?
Blackboard Outcomes has two sides; one is the instructors course side (assignment, aligning rubric) and the other are the tools such as artifact collection on the outcome side. Instructors do not have access to the outcomes side unless they are asked by the Assessment Committee to be an evaluator at some point. However, we want you to see what is being done with the information collected in the instructor's course side, so here is a quick six minute "CliffsNotes" version of what is happening after your students submit their critical thinking assignment on Blackboard.
Watch this video: https://www.youtube.com/watch?v=x2_gc7JKwkM
Video title:DIRECTV commercial - Don't Wake Up in a Roadside Ditch
Topic(s): Faulty reasoning, logical fallacies, slippery slope
Search terms: direct tv commercial roadside ditch
Time (of video): 0:32
Posted by: David Preece
Date posted: May 6, 2013
Video description: What happens when you don’t make the switch from cable? Watch a humorous example of the falling-victim-to-false-cause fallacy.
Question/writing prompt: Fallacies can slip into even the most careful reasoning. One false claim can derail an entire argument. Can you think of an example of weak logic in something you have recently read or heard?
Logical Fallacies and Advertising Objective: Students learn the different types of logical fallacies.
Show the commercial.
- Ask students to explain how the commercial uses the falling-victim-to-false-cause fallacy. Discuss why advertisers employ this strategy.
- Break the class into as many as eight small groups. Assign a different form of faulty reasoning, a different logical fallacy, to each group.
- Task each group with writing a new DirecTV commercial using the logical fallacy they were assigned.
- Students should storyboard their new commercials and present them to the class.
Policing Others and Oneself Objective: Students explore the importance of logic in reasoning.
Show the commercial and ask students the following questions:
- How can you look out for weak logic in your own arguments?
- Can you acknowledge a time when you used faulty reasoning on purpose?
- What can you do to identify weak logic in what you hear and read?