10: DEFINING CRITICAL THINKING IN HIGHER EDUCATION

Critical thinking isan important learning outcomeforhigher education, yet the definitions usedon campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators canuse to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are morenarrowly construed thanthose of the campus and leave dimensions of critical thinking unassessed. This mapping process not onlyhelps campuses make better-informed decisions regarding theirresponses to accountability pressures; it also provides a stimulus for rich, evidence-based discussions about teaching and learning priorities related to critical thinking.

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